It was the purpose of this study to determine the relationship between a subject's performance as revealed by intellectual indices of the Rorschach, his intellectual ability as revealed by the Wechsler Intelligence Scale for Children, and academic success or failure in the form of promotion or nonpromotion.

The goals of revision for the Wechsler Intelligence Scale for Children-Third Edition included enhancement of the factor structure, improvement of subtests, and revision of norms. The researchers reported that the very few items that were found to be biased were replaced. The WISC-III performance of a clinical sample of African American, Caucasian, and Hispanic children was analyzed to determine if the test bias was eliminated as claimed in the goals of the revision.

The Wechsler Intelligence Scale for Children (WISC) Picture Arrangement (PA) subtest has often been assumed to be a measure of social intelligence. The present study compared WISC PA performance and performance on a verbal conditioning task (production of plural nouns) as a measure of social intelligence. Four groups, high and low PA with reinforcement, and high and low PA without reinforcement, were compared on production of plural nouns over two consecutive four-minute periods. The four groups did not differ significantly in the production of plural nouns. The present study, using verbal conditionability as a measure of social intelligence, found no evidence to support the assumption that WISC PA performance is a measure of social intelligence in children.

The present study was designed to investigate whether a good reader, by the fifth grade, will have attained sufficient knowledge of the language structure to enable him to more exactly and more appropriately reconstruct mutilated texts than a poor reader, matched for verbal intelligence level. Four 250-word cloze-treated passages were administered to twelve deficient and twelve non-deficient sixth grade readers, matched according to sex and the verbal portion of the Wechsler Intelligence Scale for Children. Analyses of variance failed to show any significant differences between good and poor readers except for a weak indication that good readers produced more exact replacements.

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Typescript (photocopy). / Digitized by Kansas Correctional Industries / Department: Computer Science.

The present study examined the responses of 332 Kainai students ranging in age from 6 to 16 years to the Information, Arithmetic, and Picture Completion subtests of the Wechsler Intelligence Scale for Children-Revised (WISC-R) in order to determine the validity of these subtests as a measure of their intelligence. Two indices of validity were assessed: (a) subtest unidimensionality, and (b) order of item difficulty. With regard to the assumption of unidimensionality, examination of the data indicated low item-factor loadings on the Information, Arithmetic, and Picture Completion subtests. Examination of difficulty parameters revealed a nonlinear item difficulty order on all three subtests. These results support the conclusion of previous research that the WISC-R does not adequately assess the intelligence of Native children. Possible bases for the invalidity of the WISC-R for this population are discussed and recommendations for future research are presented.

Correlational comparisons were made between the Stanford-Binet, Form L-M, and the Wechsler Preschool and Primary Scale of Intelligence using children enrolled in a Head-Start program. The study was concerned with three hypotheses: 1.The correlations found between the I.Q. scores obtained on the WPPSI full scale, verbal, and performance scales and those obtained on the Stanford-Binet using Head-Start children as subjects would be significant at the .01 level. 2. The correlation between the WPPSI and the Stanford-Binet utilizing Head-Start children would not be significantly different from the correlation reported by Wechsler in the WPPSI manual. 3. Scores on the WPPSI verbal scale and the Stanford-Binet would correlate higher than would the WPPSI performance scale scores with the Stanford-Binet. All correlations run relating to the three hypotheses chosen for this study were found to be significant at the .01 level. The results, therefore, lead to the acceptance of all three hypotheses.

This study investigated the results of administering two intelligence tests, the Wechsler Intelligence Scale for Children -Third Edition (WISC-111), and the Stanford-Binet Intelligence Scale - Fourth Edition, to each of 33 Australian children with an intellectual disability. The experiment used a counterbalanced design in which the tests, order of presentation of the tests, the gender of the subjects, and the gender of the test administrators were factors. The 33 volunteer subjects, 14 males and 19 females, aged between 6 and 16 years, and known to have an intellectual disability, were allocated randomly for the assessments. The test administrators were students in the Clinical and Organisational Masters Program from the University of South Australia. It was hypothesised that; there would be a difference between the IQs on the two tests; that on average the WISC-111 FSIQ would be lower than the SB-1V TC; and that there would be a positive relationship between the WISC-111 FSIQ and the SB-1 V TC Statistical analysis of the data found the two tests' overall scores to be significantly different, while the counterbalanced factors and their interactions did not reach significance. There was a significant 4 point difference found between the mean WISC-111 FSIQs and SB-1V TCs. The results of a Pearson Product Moment Correlation Coefficient revealed a strong positive correlation (r = .83). between the WISC-111 FSIQ and SB-1V TC. This finding supported the concurrent validity of the tests in this special population sample. It was suggested that while the two tests measured similar theoretical constructs of intelligence, the two tests were not identical and therefore the results were not interchangeable. Variable patterns of results were found among subtest scores from the two tests, and the implications for field work discussed. The differences between raw WISC-111 FSIQ and SB-1V TC scores were calculated, and a z transformation was applied to the difference scores. The resulting difference distribution and cumulative percentages were then suggested as a reference table for practitioners. Studies that examined clerical errors in scoring intelligence test protocols were reviewed. The manually scored test protocols in this study were rescored using a computer scoring programme and 27 errors were found and corrected. From the results of the experiment several suggestions were made; that agencies using large numbers of intelligence tests, or which test the same child over time, should make a decision to use the same test, wherever possible, for comparison; that all intelligence test protocols be computer scored as a checking mechanism; and that all professional staff should be aware of the possible differences which can occur between intelligence scores, resulting from norming and other differences. / thesis (MSocSc)--University of South Australia, 1999.

The purpose of this study was to investigate the relationship among the various scales of the Kaufman Assessment Battery for Children and the Wechsler Intelligence Scale for Children-Revised. Of particular interest was the degree to which the Wechsler Verbal and Performance IQ's contributed to the prediction of the K-ABC Mental Processing Composite and the K-ABC Achievement score respectively.The subjects were 51 students, aged 8-0 to 12-0, who had been referred for psychoeducational assessment because of suspected learning disabilities. They were evaluated with both the K-ABC and the WISC-R as part of a standard battery.Descriptive statistics and univariate correlations were computed. Multiple regression procedures revealed that significant relationships existed between the composite of predictor variables, the Wechsler Verbal and Performance IQ's, and the criterion variables, the K-ABC Mental Processing Composite and the K-ABC Achievement score when each was considered separately.Stepwise multiple regression procedures indicated that the unique contribution of the Wechsler Verbal IQ to the prediction of the K-ABC Mental Processing Composite was statistically significant. A significant relationship was not found, however, between the Performance IQ and the K-ABC Achievement score when the Verbal IQ had been statistically controlled.