Children whose mental age is below ten years lack the ability to utilize incoming information perfectly enough to make fine phonetic distinctions among sounds. This is an experimental study of the growth and interrelationship between sound discrimination ability and mental age.

The purpose of the study was to develop a revision of the logical reasoning section of the California Test of Mental Maturity which increases its discriminative ability while maintaining an acceptable measure of reliability. Subjects were 102 students of general psychology classes at North Texas State University. All were administered the Logical Reasoning section of the California Test of Mental Maturity in its original form and an experimental revision of it (LRTR). The Wesman Personnel Classification Test was administered at the same time to demonstrate the tests' construct validity. Pearson product-moment correlations, item and homogeneity analyses were run. Results indicated that the revised test correlated significantly with the original test and the WPCT. Internal validity of the revised test was satisfactory, showing an improvement over the original test in terms of clarity, reliability and homogeneity.

The purpose of the present study was to determine whether Koppitz's developmental scoring techniques of mental maturity are applicable to mentally retarded children ages 5 to 12.

This problem is two-fold: first, to determine the relationships between the traditional school marks and the test scores made by the Cleburne High School students on the California Test of Mental Maturity as a means of estimating the academic achievement students probably will attain in particular school subjects; second, to determine whether or not such relationships are of sufficient significance that their use will reduce student failures in Cleburne High School.

[No abstract submitted] / Arts, Faculty of / Philosophy, Department of / Graduate

The purpose of this study is to compare the social adjustment of a group with its mental maturity, and also to compare various sociometric techniques with each other.

The problem of this study was to find ways of improving and enriching the curriculum through the use of the intelligence quotients obtained from the California Test of Mental Maturity. To reveal some of the needs of the curriculum and also to reveal the possibilities and limitations of testing for intelligence, statistical relationships between intelligence quotients and academic achievement as measured by both teacher marks and achievement tests were determined.

The problem of this study was to determine if juvenile delinquents who commit auto theft without an accomplice differ significantly in certain characteristics from those who commit such thefts with one of more confederates. The characteristics investigated were: (1) scores made on individual scales of the Minnesota Multiphasic Personality Inventory and (2) intellectual ability as measured by the California Short-Form Test of Mental Maturity. Furthermore, the same characteristics were examined to determine if a significant difference existed between each of the groups of juvenile delinquents and a group of juveniles who did not have a record of delinquency and attended Sunday School classes regularly.

The purpose of the present study is to compare the 1959 revision of the Columbia Mental Maturity Scale (CMMS) with the Wechsler Intelligence Scale for Children (WISC) for use as a psychometric instrument for determining the mental ability of mentally retarded male children.

The Minnesota Multiphasic Personality Inventory (MMPI) has been v recognized as a helpful tool to the psychologist in identifying abnormal characteristics (Leverenz, 1956; Modlin, 1956; Hathaway and Mckinley, 1967; Hock, 1970). Likewise the Shipley-Institute of Living Scale for Measuring Intellectual Impairment (S-H) has also been recognized as a helpful tool in identifying emotional impairment (Pollack, 1942; Halstead, 1943; Fleming, 1943; Wright, 1946; Garfield and Fey, 1948; Lewinsohn, 1963) . Despite the research which suggests both tests are capable of helpful diagnosis in the general area of psychological impairment (Welch, 1956; Lewinsohn, 1963), little if any work has been done examining the compatibility of the two instruments. Therefore, a correlation study was made between the two tests. Sixty-one male in-patients of the Wyoming State Hospital, between the ages of 18-45 (Garfield and Fey, 1948) and having a verbal IQ of 14. 3 years (Shipley and Burlingame, 1941), were administered both the S-H and the MMPI. The conceptual quotient (CQ), "a measure of intellectual impairment based upon the assumption that where there is intellectual impairment, vocabulary is less affected than is the capacity for abstract thinking and that in such cases there will be a discrepancy between vocabulary level and the ability to handle abstract problems" (Lewinsohn, 1963, p. 444) of the S-H, was correlated with the number of Peterson's Psychotic Profile Signs (Peterson, 1954) a patient might acquire after taking the MMPI. Peterson's model was chosen as the criteria for discriminating MMPI profiles because of its relative case of use and successful experimental value (Peterson, 1954). Secondly, the CQ score was correlated with each individual subtest "T" score of the MMPI. Analysis of the experimental data was achieved statistically by use of Pearson's product-moment correlation. The results of the study showed no significant correlation between S-H's CQ and Peterson's signs. Further, no significant correlation was found with eight of the ten subtest scores on the MMPI and Shipley's CQ. However, there was a low but significant correlation between Shipley's CQ and the Hy and Mf subscales of the MMPI. No determining factor was found to explain the common variance in these two correlations.