This study investigated the relationship between the Bender-Gestalt, Draw-a-Man, and the Wexler Preschool and Primary Scale of Intelligence. Twenty-two children enrolled in the Logan, Utah Head-Start Program comprised the sample. Product-moment correlations indicated a significant relationship between these instruments. The following tentative conclusions were drawn: The Wexler Preschool and Primary Scale of Intelligence bears a relationship to the Draw-a-Man and Bender-Gestalt tests similar to that between the Wechsler Intelligence Scale for Children and these instruments. The Bender-Gestalt test, using the Koppitz scoring system, and the Draw-a-Man test can serve a similar checking function with the Wexler Preschool and Primary Scale of Intelligence as they do with the Wechsler Intelligence Scale for Children. Methodological shortcomings prohibit over-generalization of these findings. The results, however, are seen as indicative of the promise of these instruments, and further investigation was advocated.

The purpose of this study was to compare the performance of children on the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) with their performance on the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE). One hundred and four children between 3 and 7 years of age were administered both tests. A moderate correlation was found between the WPPSI-R Full Scale IQ and the SB:FE Composite Score with a Pearson product-moment correlation of .46. This correlation suggests that the two tests are not interchangeable measures of children's intelligence. They may measure different, equally important aspects of intelligence. As both tests used are relatively new, the current findings should be considered one step in the accumulation of knowledge about the usefulness of the WPPSI-R.

The purpose of this study was two-fold. First, this study compared the performance of children on the WPPSI-R with their performance on the Slosson Intelligence Test. Secondly, this study explored the comparability of minority and non-minority students' scores on the WPPSI-R. Seventy five children between 3 and 7 years of age were administered the WPPSI-R and Slosson. Of this sample, 25 children were White, 25 children were Black, and 25 children were Mexican American. Low, but significant correlations were found between WPPSI-R and Slosson scores. The Vocabulary subscale of the WPPSI-R correlated highest, while the Geometric Design subscale correlated the lowest with the Slosson test scores. Further analyses indicated that White children obtained significantly higher scores on the WPPSI-R than both Black and Mexican American children.