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 Rorschach records and Wechsler Intelligence Scale scores of sixty-six children between the ages of 5 and 13 were compared. Subjects in each group were from one of three conditions: children who have documented histories of physical abuse, children referred for clinical intervention with no history of abuse, and a community sample of children with no documented history of abuse or psychological treatment. Data from the groups were analyzed to examine evidence of increased reliance on ego functions related to motor activity and concurrent deficits in other areas of ego function by subjects in the physical abuse group. Results revealed that the physical abuse group showed a greater tendency toward color-dominant responses on the Rorschach than the comparison groups and that the Community control group produced records with lower extended form quality than the clinical groups. No significant differences were found for Performance/Verbal IQ split, EB style, Cooperative Movement or Aggressive content.

The purpose of this research was to investigate possible examiner bias in scoring the Verbal subtests of the Wechsler Intelligence Scale for Children (Revised) due to the level of facial attractiveness of the child. Sex of the child and sex of the research subject were also included as independent variables. No main effect for attractiveness or sex x attractiveness interactions were found. Thus, little evidence emerged to suggest attractiveness stereotyping effects in an intelligence testing context. However, female children received significantly higher Comprehension and total Verbal scores than did male children. In addition, while male subjects did not provide differential Verbal scores for male and female children, female subjects tended to be biased toward female children, regardless of attractiveness level. A secondary goal of this study was to determine if the research subjects differentially attributed positive characteristics to attractive versus unattractive children. Indeed, it was empirically established that, in this testing environment, adults attributed more positive personality and social characteristics to attractive than unattractive children. Implications for clinicians/diagnosticians are discussed. It is suggested that future research attempt to delineate a continuum of diagnostic measures wherein one pole represents objective measures with little risk of bias and the other pole is the extreme of subjective instruments with high resk of examiner bias.

This investigation concerns the intelligence of the Negro population in relation to the white population. There is a considerable difference of opinion relating to the intelligence of the Negro. Some students in the field contend that the Negro's intelligence, as measured by the tests available for all individuals, is naturally lower due to hereditary factors. Other investigators (these seem to be in the majority1 believe that environment plays the major role in lowering their ability to gain a comparable score with white individuals.

No description available.

This study was conducted to investigate the relationship between the subtests of the Wechsler Intelligence Scale for Children (WISC) and the Illinois Test of Psycholinuistic Abilities (ITPA) and to investigate whether High Verbal-Low Performance (HV-LP) scorers on the WISC score significantly higher on certain ITPA subtests than High Performance-Low Verbal (HP-LV) scorers, and whether HP-LV scorers on the WISC score significantly higher on certain other subtests of the ITPA. Two main hypotheses were investigated in an effort to accomplish these purposes.

The purpose of this study was to determine whether or not individual scores derived by the Illinois Test of Psycholinguistic Abilities can be used as predictors of performance on visual motor tasks of the Wechsler Intelligence Scale for Children and the Frostig Developmental Test of Visual Perception for a child who has learning problems.

No description available.

No description available.

The present study investigated the neuropsychological predictors of auditory/verbal and visual/written arithmetic performance in a large sample of children with learning disorders. In addition, the efficacy of a cognitive based arithmetic problem solving model (Dinnel, Glover, & Halpain, in press; Dinnel, Glover, & Ronning, 1984) in accounting for neuropsychological functioning in arithmetic performance was considered. Subjects were from a small midwestern school district, and were identified as learning disabled in accord with state (i.e., Rule S-1) and federal guidelines (i.e., PL-94-142). Specifically, subjects' scores on the Halstead-Reitan Neuropsychological Battery (HRNB) (Reitan, 1969) for older children and the Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler, 1974) were used to predict performance on the Wide Range Achievement Test (WRAT) Arithmetic subtest, and WISC-R Arithmetic subtest. Analyses were conducted with criterion measures considered separately and as a composite. In an attempt to examine the utility of the Dinnel et al., (in press; 1984) model, a simple index was formed using the criterion measures. This index was then predicted using the HRNB and WISC-R variables. Neuropsychological variables were found to account for some 31%, and 36% of the variability in visual/written and auditory/verbal arithmetic performance, respectively. However, neuropsychological variables accounted for some 87% of the shared variance when arithmetic measures were considered as a linear composite. Neuropsychological variables predicted a mere 12% of the variability associated with the index designed to test the Dinnel et al. (in press; 1984) arithmetic problem solving model. These data offered some support to Dinnel and others' (Dinnel et al., in press; 1984) formulations accounting for arithmetic performance under visual/stimulus conditions. However, the present findings indicated a more complex neuropsychological underpinning for overall arithmetic problem solving. Moreover, the neuropsychological constructs predicting arithmetic scores varied as a function of the stimulus/performance modes required for problem solving.Auditory-verbal attention and short-term memory, remote verbal memory, symbolic language integration, mental flexibility, and nonverbal abstract reasoning were the common neuropsychological constructs underpinning both auditory/verbal and visual/written arithmetic performance. Verbal facility, verbal abstract reasoning, nonverbal short term memory, and nonverbal concrete concept formation were uniquely implicated in auditory/verbal arithmetic performance. Visual/written arithmetic performance was uniquely related to nonverbal attention and intermediate nonverbal memory functions. In overview, it would seem that neuropsychological measures would be clinically useful in identifying deficits underlying poor arithmetic performance. / Department of Educational Psychology