A preschool and primary internal-external control scale.

Attempted to construct a preschool and primary form of an internal-external control scale that would be comparable to already completed forms for older Ss. On the basis of construct validation procedures, certain requirements were established for the new measure. After pilot work, yielding a 26-item cartoon format, the scale was administered to 240 5-8 yr olds. Data reflecting achievement, interpersonal distance, and social desirability were also gathered. Results indicate that the test met internal and external validity requirements. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

IQ, race, and adoption.

Argues that the genetic and social variables were so confounded in S. Scarr and R. A. Weinberg's (see record 1977-07996-001) article on Black children adopted by White families that the results are consistent with virtually any theory of race differences in IQ. It is difficult to see any scientific or applied value in transracial adoption studies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Verbal IQ–performance IQ discrepancies on the Wechsler Adult Intelligence Scale-Revised in patients with unilateral or bilateral cerebral dysfunction.

Administered the WAIS-R to 89 patients (mean age 42 yrs) with neurodiagnostically confirmed unilateral or bilateral cerebral disease. Similar to findings with previous editions of these tests, Ss with left-hemisphere disease obtained significantly lower Verbal IQ (VIQ) than Performance IQ (PIQ), and Ss with right or bilateral disease obtained lower PIQ than VIQ. It is cautioned that these VIQ–PIQ discrepancies in isolation are ineffective indexes of cerebral dysfunction and that patterns of performance must be viewed in the context of a complete neuropsychological examination and relevant medical and educational historical data. (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Motivation, race, social class, and IQ.

Administered the Performance subscales of the WISC to 208 male and 208 female junior and senior high school students (aged 12-16 yrs) to test the prediction that if performance responded to the manipulation of the testee's motivation state, the size of interracial differences in mean IQ would be more flexible than was suggested by A. R. Jensen's (1969) review of the literature. The variables of test atmosphere (evaluative or gamelike), tester expectation (high or low), race of tester (Black or White), and race of S (Black or White) were manipulated. The pattern of mean IQ scores as well as self-ratings of mood indicated that test performance was optimal at moderate levels of motivational arousal. A replication of the experiment employing 208 male Ss increased cell sizes to the point that socioeconomic status could be treated as an independent variable. Results suggested that interracial differences in mean IQ might be erased depending upon the social psychological characteristics of the test setting and the socioeconomic background of the testee. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Canadian versions of the information subtests of the Wechsler tests of intelligence.

Contends that the Wechsler Intelligence Scale for Children—Revised (WISC—R), Wechsler Adult Intelligence Scale (WAIS), and WAIS—R all contain an Information subtest that can be troublesome for Canadian test takers because of items with distinct American-biased content. Research from a variety of studies involving Canadianized versions of the Information subtest is reviewed, and on the basis of findings, suitable substitution items are recommended for Canadian test takers. It is argued that until a suitable normative study is done on Canadianized versions, the recommended items be adopted as standards, since a substantial gain in face validity is achieved. (French abstract) (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Regression, heritability, and race differences in IQ.

Suggests that there are 2 distinct sources (mean differences and regression coefficient differences) to be considered when interpreting between-race real regression differences in IQ. Although race differences in mean IQ producing differential regression effects alone are not evidence of clear genetic or environmental factors, between-race differences in real absolute regression associated with differential regression coefficients are potentially suggestive of such interpretations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correspondence of brief intelligence measures to the Wechsler scales with delinquents.

Examined the relative utility of the Peabody Picture Vocabulary Test, the Quick Test, and the Revised Beta as measures of intelligence in relation to the WAIS and the Revised WISC (WISC-R). 69 juvenile offenders (mean age 15.6 yrs) were selected by a sampling procedure that produced a group representative of the offenders in all of Virginia's state institutions. Although the correlations among the measures were significant, mean differences and percentage-of-classification-agreement tallies indicate that the brief measures are not acceptable Wechsler substitutes with juvenile delinquents. The best overall predictors (the 3 Quick Test forms combined and the Revised Beta) were accurate only about 50% of the time. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counselor race and experience effects on black clients.

Investigated how black freshmen Ss rated counselor effectiveness and if these ratings reflected the race or experience level of the counselors. 17 Ss participated in initial interviews with 4 counselors, 2 black counselors, 1 experienced and 1 inexperienced, and 2 white counselors, with the same experience differences as the black counselors. Upon completion of the 4 interviews, Ss rated each of the counselors on 3 counselor dimensions and indicated those counselors they would be willing to return to for future counseling. Unlike previous research findings, Ss did not show a preference for the counselors as a function of race but did show a preference as a function of the counselors' experience level. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Validity of Verbal IQ as a short form of the Wechsler Adult Intelligence Scale.

The validity of Verbal IQ as a short form of the WAIS was investigated using the criteria proposed by R. J. Resnick and A. O. Entin (see record 1971-09973-001). The WAIS was administered to 100 psychiatric patients of whom 39 were psychotics, 54 non-psychotic, 6 brain-damaged, and 1 unclassified. A Pearson product-moment correlation of .97 ( p     

Effect of racial-ethnic grouping, age, and IQ range on the validity of the Satz-Mogel short form of the Wechsler Adult Intelligence Scale.

Cross-validated the effectiveness of the Satz-Mogel short form of the WAIS, controlling for the influence of age, racial–ethnic group, and IQ range. Data were obtained from the files of 342 16–72 yr old consecutive patients referred for psychological testing at a county hospital. Results suggest that age and racial–ethnic group do not affect the short-form validity but that IQ range does. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of peer presence on preschool children's television-viewing behavior.

Observed 299 3- and 5-yr-olds watching TV in the presence of an audiovisual slide distractor in groups of 1, 2, or 3 viewers. Peers viewing the TV together influenced each other's behavior in a synchronized fashion: When one looked at the TV, looked at the distractor, or demonstrated overt involvement with the TV, the other tended to do the same thing. This peer influence occurred above and beyond the dynamic common organizing influence of the TV program itself. There was little evidence that a given S consistently "led" another, nor were there effects of same-sex vs cross-sex pairings of viewers. The watching of TV by young children is interpreted in the results as an active transactional process among the viewer, the TV, and the TV-viewing environment. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mood and personality correlates of IQ by race and sex of subject.

Administered the WISC, Mood Adjective Check List, Marlowe-Crowne Social Desirability Scale, the Janis-Field Personality Questionnaire, and Rotter's Internal–External Locus of Control Scale to 416 Black and 416 White junior high and high school students. Results show that mood and personality were significantly related to IQ and that this effect was differentially patterned, depending on Ss' race and sex. Stepwise multiple regression analyses indicated that for all females, externality was the strongest predictor of IQ; for all males, aggression was the strongest or 2nd strongest predictor. Blacks tended to show stronger relationships and higher mean scores on variables that correlated negatively with IQ, and weaker relationships and lower mean scores on variables that correlated positively. A factor analysis indicated that the mood scales could be combined into 3 dimensions: Emotional Upset, Defensive Overconfidence, and Task Interest. The Emotional Upset factor is conceptualized as an index of the degree of internal arousal experienced during examination. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Paths of influence of divorce on preschool children's psychosocial adjustment.

This study examined the direct and indirect influences of parental divorce on preschool children's psychosocial adjustment through its effect on maternal strain, family socioeconomic status, the quality of the family's interpersonal relationships, and mother–child interaction. Participants included 198 married (n?=?99) and divorced (n?=?99), predominantly White, lower- to middle-income families with preschool children. Analyses using structural equation modeling (SEM) indicate that family structure and processes in combination most strongly influenced child outcomes. Specifically, the effects of divorce on children's adjustment were mediated by maternal strain and the quality of mother–child interaction. The goodness-of-fit indices (.90 to .94), root mean square error of approximation index (.03), and nonsignificant chi-square (p?=?.12) indicated a good fit for the generated structural equation model. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluation of Wechsler Adult Intelligence Scale—Revised premorbid IQ formulas in clinical populations.

The use of demographic variables in the prediction of premorbid IQ has been noted to show some promise (R. S. Wilson et al; see record 1979-26429-001). With the revision of the Wechsler Adult Intelligence Scale (WAIS—R) and subsequent development of a regression formula for the WAIS—R (A. Barona et al; see record 1985-04035-001), some authors have suggested that continued use of the Wilson formulas is inappropriate. The present study examined the efficacy of both Wilson and Barona formulas in the prediction of concurrently obtained IQ levels in neurologically normal psychiatric (n?=?77) and brain-damaged (n?=?64) patients. The results demonstrated that neither formula differed significantly in terms of classifications of IQ range, with both formulas performing essentially at chance levels. Qualitative and quantitative differences between the formulas are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A behavior rating scale for the preschool child.

Attempted to provide a tool that could be used by preschool teachers and child-care workers to identify children who show symptoms that may suggest emotional disturbance. A modification of Rutter's Children's Behaviour Questionnaire was standardized on a sample of 496 normal and 102 emotionally disturbed preschool children. The modified questionnaire (renamed the Preschool Behavior Questionnaire) was found to possess criterion validity and high interrater and test-retest reliabilities. 3 factors were extracted and were labeled Hostile-Aggressive, Anxious-Fearful, and Hyperactive-Distractible. Data indicate that the Preschool Behavior Questionnaire may be valuable in either clinical or research settings for the first step in early detection of emotional problems. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Praise for intelligence can undermine children's motivation and performance.

Praise for ability is commonly considered to have beneficial effects on motivation. Contrary to this popular belief, six studies demonstrated that praise for intelligence had more negative consequences for students' achievement motivation than praise for effort. Fifth graders praised for intelligence were found to care more about performance goals relative to learning goals than children praised for effort. After failure, they also displayed less task persistence, less task enjoyment, more low-ability attributions, and worse task performance than children praised for effort. Finally, children praised for intelligence described it as a fixed trait more than children praised for hard work, who believed it to be subject to improvement. These findings have important implications for how achievement is best encouraged, as well as for more theoretical issues, such as the potential cost of performance goals and the socialization of contingent self-worth. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of sex, intelligence, and style of thinking on creativity: A comparison of gifted and average IQ children.

15 boys and 15 girls, aged 9–11 yrs, from a gifted program (IQs of 130 or more on the Otis Lennon Test of Mental Abilities) and 30 age- and sex-matched average children (IQs between 95 and 110) were compared on Torrance Tests of Creative Thinking and left hemisphere, right hemisphere, and integrated thinking styles. Results show that sex, IQ, and thinking style each had an effect on different dimensions of Ss' creativity. Girls, irrespective of their IQ level and thinking style, scored higher than boys consistently across the 7 creativity subscales, reaching significance in verbal and figural fluency. Gifted Ss, independent of their thinking style, were better than the nongifted Ss but only in verbal originality. The integrated thinking style was related to creativity on the Elaboration and Figural Flexibility subtests. Results support the relative independence of select facets of children's creativity from general intellectual factors; they also suggest that performance on each of the creativity subtests may be strongly influenced by different psychological, intellectual, and perhaps, social factors. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)