Pairwise and ipsative comparisons of WISC-III IQ and Index scores.

Two methods to compare the Wechsler Intelligence Scale for Children—Third Edition (WISC-III) Index scores were computed. First, pairwise comparisons of the Index and IQ scores were computed using the Bonferroni correction for the number of comparisons made. Second, the differences required for significance when comparing an individual's Index score to the mean of all the Index scores were computed at the .05 and .01 levels following the method presented by F. B. Davis (1959) and A. B. Silverstein (1982) for other multiscore intelligence tests. An example of the use of the technique is provided as are interpretation cautions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparison of White, African American, Hispanic, and Asian children on the Naglieri Nonverbal Ability Test.

This study examined differences between 3 matched samples of White (n?=?2,306) and African American (n?=?2,306), White (n?=?1,176) and Hispanic (n?=?1,176), and White (n?=?466) and Asian (n?=?466) children on the Naglieri Nonverbal Ability Test (NNAT; J. A. Naglieri, 1997a). The groups were selected from 22,620 children included in the NNAT standardization sample and matched on geographic region, socioeconomic status, ethnicity, and type of school setting (public or private). There was only a small difference between the NNAT scores for the White and African American samples (d ratio?=?.25) and minimal differences between the White and Hispanic (d ratio?=?.17) and between the White and Asian (d ratio?=?.02) groups. The NNAT was moderately correlated with achievement for the total sample and correlated similarly with achievement for the White and ethnic minority groups. The median correlation of NNAT with reading was .52 and NNAT with math was .63 across the samples. Results suggest that the NNAT scores have use for fair assessment of White and minority children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A closer look at new kinds of intelligence tests

Comments on R. J. Sternberg's (see record 1997-30052-012) article concerning intelligence and lifelong learning. The author posits that Sternberg was inaccurate when he suggested that the Kaufman Assessment Battery for Children and the Cognitive Assessment System were both designed to reflect A. R. Luria's (1973) conceptualization of 3 functional units. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Alumina-based nanocomposites obtained by doping with inorganic salt solutions: Application to immiscible and reactive systems

Doping of commercial alumina nanopowders by using aqueous solutions of metal salts was exploited to prepare alumina-based nanocomposites.The same procedure was applied to produce a composite made of immiscible phases, that is an alumina–zirconia material, by doping an α-alumina powder with a zirconium chloride solution, as well as to produce an alumina–YAG (yttrium aluminium garnet) system by doping alumina with a yttrium chloride solution and promoting YAG formation by solid-state reaction at high temperature.For this latter case, the difference in reactivity between two commercial powders, one made of transition alumina, the other of pure α-phase, was investigated in terms of phase evolution and purity.In all cases natural sintering was performed to develop dense bodies.     

Psychological Testing on the Internet: New Problems, Old Issues.

The Internet has significantly changed the way people conduct business, communicate, and live. In this article, the authors' focus is on how the Internet influences the practice of psychology as it relates to testing and assessment. The report includes 5 broad sections: background and context, new problems yet old issues, issues for special populations, ethical and professional issues, and recommendations for the future. Special attention is paid to implications for people with disabling conditions and culturally and linguistically diverse persons. The authors conclude that ethical responsibilities of psychologists and current psychometric standards, particularly those regarding test reliability and validity, apply even though the way in which the tests are developed and used may be quite different. (PsycINFO Database Record (c) 2010 APA, all rights reserved)