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At least 145 records · Page 8Linked to original sources
PubMed1986

Disparities in mentally retarded persons' IQs derived from different intelligence tests.

For mildly and moderately mentally retarded individuals, the Wechsler Adult Intelligence Scale--Revised measures at about the same level as the Wechsler Adult Intelligence Scale, and, consequently, it also produces much higher IQs than do the Wechsler children's scales or the Stanford-Binet Intelligence Scale, Form L-M, despite high intertest correlations. This unsatisfactory state of affairs is due primarily to inadequate standardization sampling, particularly in the lower range of intelligence. Rather than abandon the IQ, corrective action should be taken.

Adolescent↗
PubMed2000

Correlation between intelligence test scores and executive function measures.

In this study, some executive function measures (Wisconsin Card Sorting Test [WCST], verbal fluency, and Trial Making Test [TMT], Form A and Form B) were correlated with Wechsler Intelligence Scale for Children-Revised (WISC-R) scores. Fifty 13- to 16-year-old normal children were selected. It was found that verbal fluency tests correlated about 0.30 with Verbal Intelligence Quotient (IQ) and Full Scale IQ. In the WCST only Perseverative Errors negatively correlated with Verbal IQ and Full Scale IQ. Two correlations were found to be significant with regard to the TMT: TMT Form B Errors negatively correlated with WISC-R Vocabulary subtest; and TMT Form A Time negatively correlated with Performance IQ. These results support the assumption that traditional intelligence tests are not appropriately evaluating executive functions.

Journal Article↗
PubMed1987

Learning disabilities and intelligence test results: a principal components analysis of the British Ability Scales.

Two samples of children with reading difficulties--145 poor readers whose word reading was one standard deviation or more below the mean and 121 dyslexic children-were tested on the British Ability Scales. The purpose of the investigation was to examine whether they would score relatively poorly on verbal tests and relatively well on non-verbal tests along the lines suggested by Lawson & Inglis (1985). Also the question of sex differences was investigated. The BAS results tended to confirm the Lawson & Inglis finding that (1) children with learning disabilities in general have verbal deficits and show significantly higher performance on non-verbal tasks, and that (2) this tendency is more pronounced in males than in females. The results, although statistically significant, are not totally consistent either within or between samples. The discussion considers possible explanations for the findings and the possibility that different subgroups of these samples might show differential effects.

Adolescent↗