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.

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.