Comparison of the Test of Nonverbal Intelligence and Wechsler Intelligence Scale for children--revised in rural Native American and white children

The Test of Nonverbal Intelligence (TONI) and Wechsler Intelligence Scale for Children--Revised (WISC--R) were administered to 46 Native American and white students who were suspected by their classroom teachers of having learning handicaps. Pearson correlations between these sets of IQs ranged from .42 (TONI and WISC--R Performance) to .89 (WISC--R Verbal and Full Scale).     

Correlations for Wechsler Intelligence Scale for Children--Revised and the Wechsler Preschool and Primary Scale of Intelligence for Iranian children.

This study focused on the relationship between the Wechsler Intelligence Scale for Children--Revised (WISC--R) and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) given to 40 6-yr.-old Iranian children. Pearson correlations between the WISC--R and the WPPSI IQs and between scaled scores on the corresponding subtests were significant. The comparison of mean IQs and scaled scores indicates that the WISC--R yielded a significantly higher Verbal IQ and higher scores on Information, Vocabulary, Comprehension, and Picture Completion than the WPPSI. The mean difference between corresponding Verbal and Full Scale IQs was not significant. These results suggest that scores on the two instruments correlated well for these 6-yr.-old Iranian children and the content on which IQs for the recently restandardized WISC--R and WPPSI are based are related.     

Carolina Picture Vocabulary Test: validation with hearing-impaired students

When mean Carolina Picture Vocabulary Test standard scores were compared with WISC-R Performance Scale IQs significant differences were observed. The Carolina test scores were also correlated with both Performance IQs and the Performance Scale subtest scores. Most correlations were minimal as the two tests were independent; only WISC-R Picture Arrangement scores correlated significantly with Carolina scores. These outcomes coupled with the technical limitations of the Carolina raise serious questions regarding its utility for hearing-impaired children.     

Relationship between WAIS-R and wide range achievement test in a sample of mixed patients

Correlations between the WAIS-R Verbal, Performance, and Full Scale IQs, WAIS-R subtest scaled scores, and Wide Range Achievement Test Reading, Spelling, and Arithmetic standard scores were computed for a sample of 60 patients at a V.A. medical center who were referred for routine psychological evaluation. The Full Scale IQ and Verbal IQ yielded large correlations with the three achievement area standard scores (rs of .60 to .76). However, Performance IQs correlated moderately with reading and spelling scores (rs of .41 and .42), but a larger correlation obtained with arithmetic scores (r = .66). The results support the concurrent validity of the WAIS-R.     

The WISC-R and the Woodcock-Johnson Tests of Achievement: correlations for exceptional children

The present study concerns correlations of scores on the Woodcock-Johnson Tests of Achievement with those on the Wechsler Intelligence Scale for Children--Revised (WISC--R). Correlations between WISC--R Full Scale, Verbal, and Performance IQ and the Reading Aptitude Cluster, the Mathematics Aptitude Cluster, and the Written Language Aptitude Cluster of the Woodcock-Johnson were expected to be high and support the contention that conventional measures of ability do predict achievement for children. Results confirm the hypothesis. The Verbal IQ was the best one-variable predictor of each aptitude cluster, with R s ranging from .32 to .78.     

Relation of cognitive functioning to daily living skills in a geriatric population

A modified version of the Community Competence Scale was administered along with the Wechsler Adult Intelligence Scale--Revised (WAIS--R) to 40 geriatric patients with suspected dementia. Scores on the Competence Scale, a measure of functional daily living skills, were correlated .72 with Full Scale IQs and .77 with Verbal IQs and moderately correlated (.55) with Performance IQs. A number of significant correlations were found between WAIS--R subtests and subscales of the competence instrument. Means and standard deviations for the 10 Competence subscale and total scores are presented.     

Relationship of scores on PPVT-R and WISC-R with special education children and youth

Comparisons of the Peabody Picture Vocabulary Test-Revised and the Wechsler Intelligence Scale for Children-Revised were made with 104 children diagnosed as learning disabled and mentally retarded. Significant but modest correlations were found between all but one of the WISC-R scaled scores (i.e., Coding) and PPVT-R standard scores, and between WISC-R IQs and PPVT-R standard scores. Significant differences were found among mean Verbal, Performance, and Full Scale IQs and mean PPVT-R standard scores. The PPVT-R standard scores underestimated WISC-R Verbal IQs by 7 points, WISC-R Performance IQs by 17 points, and WISC-R Full Scale IQs by 11 points.     

Use of the Peabody Picture Vocabulary Test with the educationally handicapped

Despite widespread use of the Peabody Picture Vocabulary Test (PPVT) as a measure of intelligence for educationally handicapped students, few studies have related PPVT scores of such students to their scores on the Wechsler Intelligence Scale for Children (WISC). Using 100 public school students consecutively referred for learning difficulties, their mean PPVT IQ (97.75) was found to be consistently and significantly higher than WISC Full Scale IQ (89.65), Verbal IQ (88.68), and Performance IQ (92.73). Correlations between the PPVT IQ and the WISC Full Scale, Verbal, and Performance IQs were .70, .69, and .54, respectively. A tabular summary of previous studies comparing PPVT and WISC IQs is included.     

The Relationship Between the WISC-III and the Kaufman Brief Intelligence Test with Students Referred for Gifted Evaluation

A tolal of 29 students (mean age = 7.96 yrs) who were referred for gifted evaluation in an affluent suburban school district in Western Pennsylvania were administered the Kaufman Brief Intelligence Test (K-BIT) and the WISC-III. Paired t-tests comparing the K-BIT mean IQ (120.59) with the WISC-III Verbal (123.65), Performance (118.86) and Full Scale (122.86) IQs yielded no statistically significant differences (t (28) = 1.49, p = .15; t(28) = -0.74, p = .47; t(28) = 1.35, p = .19, respectively). Correlational analyses indicated that the K-BIT and WISC-III Verbal (r = .35. p < .05), Performance (f = .35, p < .05), and Full Scale IQs (r = 53, p < .01) correlated significantly. The limitations and implications of the study are discussed.     

WAIS test-retest reliability for a clinical out-patient sample.

WAIS test-retest reliabilities were calculated for a clinical out-patient sample with testing intervals varying from 1 to 10 yr. There was no relationship between test-retest interval and the stability of test scores and the correlations between IQs were quite satisfactory (Full Scale IQ = .897, Verbal IQ = .906, Performance IQ = .876). Reliabilities remained high even when the sample was divided by diagnosis into organic, neurotic, personality disorder, and schizophrenic subgroups.     

Common variance among three measures of nonverbal cognitive ability: WISC-R performance scale,WJPB-TCA reasoning cluster,and Halstead category test

The relationships among two psychometric measures of nonverbal cognitive ability (1) the Wechsler Intelligence Scale for Children-Revised (WISC-R) Performance IQ and (2) the Reasoning Cluster score and two subtests, Analysis-Synthesis and Concept Formation, from the Woodcock-Johnson Psychoeducational Battery-Tests of Cognitive Ability (WJPB-TCA)- and a neuropsychological test of abstract reasoning and concept formation (Halstead Category Test) were examined for a population of 25 children referred for psychoeducational evaluation as a result of learning difficulty. The findings demonstrated that the WISC-R Performance IQ and the Halstead Category Test have a common variance and appear to be sensitive to nonverbal cognitive ability, particularly of a perceptual organization nature. In contrast, the Reasoning Cluster score and the individual subtests from the WJPB-TCA appear to have a substantial g loading, as well as significant language correlates.     

Concurrent validity of the WISC-R factor scores

This study investigated the efficacy of predicting academic achievement as measured by the Wide Range Achievement Test using the factor scores of the Wechsler Intelligence Scale for Children-Revised as potential predictors. Both instruments were administered to 200 school children referred for psychological evaluations. Factor scores for the WISC-R were computed according to equations provided by Gutkin (1978). These factor scores then were regressed in a stepwise manner on the Reading, Spelling, and Arithmetic standard scores from the Wide Range Achievement Test. Stepwise regressions also were performed using the traditional Verbal and Performance IQs as the potential predictors. A comparison was made between the results obtained by use of the factors or the more common scores. The results indicated that the Freedom From Distractibility factor score significantly aided in the prediction of Reading and Spelling achievement and was of primary importance in predicting Arithmetic achievement. When the stepwise results using the different scores were contrasted, the factor scores accounted for appreaciably more variance in Arithmetic than did the traditional Verbal and Performance IQs. Derived regression equations are reported along with a discussion of the interpretability of the Freedom From Distractibility factor.     

Learning style and intelligence of reading disabled students

This study examined the relationship between elements of the Learning Style Inventory and various scales of the WISC-R for reading disabled students. Previous research generally suggests that reading disabled students have preferences that tap the visual-spatial domain and have higher WISC-R Performance Scale and subtest scores than Verbal Scale and subtest scores. Subjects with IQs of 90 or better on either the Verbal or Performance Scales of the WISC-R and a consistency score of 75 or better on the inventory were selected. Contrary to what might be expected, data generally showed a nonmeaningful pattern of correlations between scales of the Learning Style Inventory and WISC-R Performance-type functioning. However, as an important part of the validation of the inventory, lack of association between the two can be interpreted as support for its construct validity.     

Comparison of the Token Test of Language Development and the Wechsler Intelligence Scale for Children--Revised

Correlations were calculated between the Token Test of Language Development (Token) and scores of the Wechsler Intelligence Scale for Children--Revised (WISC-R) based on responses from 38 Caucasian children (23 boys and 15 girls) of a semi-rural Northeastern Ohio school district. The relatively low Pearson correlations (.25 to .47) between the standard scores in the Token test and WISC-R IQs are discussed in relation to ability and achievement.     

Validation of two cognitive measures to assess field-dependence/independence

The administration and scoring procedures for the Articulation of the Body-concept Scale and the Goodenough-Harris Drawing Test were adapted to assess 3- to 8-yr.-old children's magnitude of field-dependence/independence. 300 3- to 5-yr.-old and 480 6- and 8-yr.-old children were administered the appropriate forms of the Embedded Figures Test, Articulation of the Body-concept Scale, and Goodenough-Harris Drawing Test. High reliability and validity estimates were found using a variety of procedures. Scores on these tests were correlated with each other to find the relationships among the tests for both the preschool and primary children. Correlations for the preschool children were stronger than those for the primary children. However, the results support the hypothesis that the administration and scoring procedures for the Articulation of the Body-concept Scale and the Goodenough-Harris Drawing Test can be used to determine preschool and primary children's field-dependence/independence.     

IQ stability: the relation between child and young adult intelligence test scores in low-birthweight samples

The stability of IQ from childhood to adulthood in low-birthweight subjects was measured in two independent samples with follow-up intervals of approximately 14 and 9.5 years. In both samples, intelligence was assessed with the WISC at a mean age of 9.5. Twenty-six subjects were retested with the WAIS at a mean age of 23.5, and 78 subjects with the BPP (the Danish Military Draft Board Intelligence Test) at the age of 19.1. Both samples obtained childhood and adult test scores below the expected means. For the Wechsler Verbal, Performance and Full-Scale IQs, the stability quotients were 0.86, 0.86, and 0.89 in the WAIS sample, and the retest correlations for the three IQs with the BPP score were 0.66, 0.65, and 0.74. Thus, the majority of children showed stable patterns of intellectual development from middle childhood to young adulthood.     

Effects on WAIS-III performance IQ (PIQ) and full scale IQ (FSIQ) when object assembly is substituted for each standard performance scale subtest

According to the WAIS-III Administration and Scoring Manual, Object Assembly (OA) may be substituted for any spoiled Performance subtest. This assertion has not been evaluated in a clinical sample. The present investigation reports differences that resulted in Performance IQ (PIQ) and Full Scale IQ (FSIQ) when OA replaced each of the Performance subtests. Participants were 47 referrals for neuropsychological assessment (age M = 45.98 years, SD = 9.82; education M = 13.82 years, SD = 2.78). Results indicated that OA may replace any Performance subtest without seriously altering the summary scores. Differences between the standard IQs and OA-based composites were < 2 points for PIQ and < 1 point for FSIQ. More than 90% of the OA-based composites fell within the 90% confidence limits of the corresponding IQ.     

Concurrent and predictive validity of the Kaufman Assessment Battery for Children with a Navajo sample

The aim of this investigation was to examine the mean scores and predictive validity coefficients obtained from the Wechsler Intelligence Scale for Children-Revised (WISC-R), the Kaufman Assessment Battery for Children (K-ABC), and the Peabody Individual Achievement Test (PIAT). The K-ABC and the WISC-R were administered 1 week apart in counterbalanced order to 35 Navajo children aged 6–12$\text{1}\text{2}$ years (mean 8–9 years), followed 10$\text{1}\text{2}$ months later by administration of the PIAT. The K-ABC yielded an overall mean of 95.0, which is significantly higher than the WISC-R Full Scale IQ mean of 86.9. All WISC-R and K-ABC global scores correlated significantly except the WISC-R Verbal and K-ABC Nonverbal scales. The WISC-R Verbal and Full Scale IQs and all five K-ABC scales correlated significantly with the PIAT Total Test standard scores. However, the K-ABC Achievement scale correlated significantly higher with the PIAT Total Test than with the WISC-R Verbal and Full Scale IQs. The implications of these findings are discussed.     

Comparability of slosson and S-B estimates of intelligence

The Slosson Intelligence Test and the Stanford-Binet Intelligence Scale (Form L-M) were administered to 44 children. The Slosson Intelligence Test (SIT) correlated .92 with the Stanford-Binet (SB), suggesting agreement in the ordering of individuals. A comparison of measured IQs indicated that the Slosson Intelligence Test overestimated IQ, when compared with the Stanford-Binet, for 39 of the 44 children. The results of the study also suggest that although a high degree of correlation was attained with the Stanford-Binet, the Slosson Intelligence Test does not produce comparable IQs for certain chronological age and intellectual functioning levels.