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A sample of 19 male and 19 female 5th graders from a private school were tested on the 1949 WISC and the 1974 revised edition (WISC-R). Tests were administered in a partially counterbalanced order. Correlation coefficients for Verbal, Performance and Full Scale IQs were all very high as expected. On average, students scored 9.6 points higher on the WISC Verbal Scale and 8.4 points higher on the Performance Scale. Results for this small sample suggest the need for more frequent restandardization.

The Adjective Check List (ACL) and a self-rating schedule (SRS) made up of Murray's needs taken from the ACL manual were administered to 27 graduate students in psychology on two separate occasions. Test-retest reliabilities were low for both tests, SRS reliabilities being appreciably lower than those for the ACL. Correlations between these two measures of self-description were also low and varied considerably from one testing to the next. Correcting the average cross-correlations for unreliability in the two scales still indicated that slightly less than half of their reliable variance was held in common. Reasons for the poor reliabilities and the poor cross-correlations were discussed and avenues for further research suggested.