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As with prisons, chemotherapy, and root canals, one cannot be wholeheartedly enthusiastic about intelligence tests. Even we who are strong advocates for intelligence testing can identify with the r...

In this commentary, both father and son respond to the target article (Richardson and Norgate, this issue) from different perspectives. The son, a creativity researcher, generally echoes Richardson and Norgate's arguments, arguing for the construct of creativity to be considered as a supplement to IQ tests for predicting work success. The father, an IQ test developer, is more critical of some of Richardson and Norgate's conclusions and points to gaps in their overview.

The gender similarities hypothesis by J. S. Hyde ( 2005 ), based on large-scale reviews of studies, concludes that boys and girls are more alike than different on most psychological variables, including academic skills such as reading and math (J. S. Hyde, 2005 ). Writing is an academic skill that may be an exception. The authors investigated gender differences in academic achievement using a large, nationally stratified sample of children and adolescents ranging from ages 7-19 years (N = 2,027). Achievement data were from the conormed sample for the Kaufman intelligence and achievement tests. Multiple-indicator, multiple-cause, and multigroup mean and covariance structure models were used to test for mean differences. Girls had higher latent reading ability and higher scores on a test of math computation, but the effect sizes were consistent with the gender similarities hypothesis. Conversely, girls scored higher on spelling and written expression, with effect sizes inconsistent with the gender similarities hypothesis. The findings remained the same after controlling for cognitive ability. Girls outperform boys on tasks of writing.

Compared the reliability m d validity of three Wechsler Intelligence Scale for Children-Third Edition (WZSC-ZIZ; Wechsler, 1991) short f o m , each a tetrad composed of two Verbal and two Perj4ormance subtests. The first tetrad was selected based on psychometric and clinical considerations, and the second was based primarily on practical considerations, namely its brevity in administration and scoring. The third reflects a blend of psychometric, clinical, and practical factors. WISC-III standardization data were used to select the short forms, to determine their psychometric properties, and to develop formulas for computing a child's estimated Full Scale Intelligence Quotient. All three short forms had acceptable average reliability coefficients above .90, but the validity of the brief practical short form was too low to represent a good alternative to either of the other two tetrads. Overall, the short form that represented a compromise between psychometric-clinical and practical variables (Similarities-...

Administered the Kaufman Assessment Battery for Children (K-ABC) and the new Kaufman Adolescent and Adult Intelligence Test (KAIT) to a sample 1 of 124 children 11 to 12 years old and conducted separate factor analyses to verify the factor structure of each instrument for this sample. The separate analyses supported the scale structure of each instrument. A joint principal factor analysis, using both orthogonal and oblique rotations, was then performed. It produced six interpretable factors that indicated minimal overlap in the constructs assessed by the two tests. Results are interpreted in the context of (a) Keith 's alternate factor structure of the K-ABC, (b) Horn's extended fluid (Gf)-crystallized (Gc) intelligence theory, and (c) the decision of which instrument to use at the ages that the K-ABC and the KAIT overlap.

The WISC‐III and WPPSI‐R are both recent additions to the assessment scene. Each revised battery is technically excellent, and has several features that enhance its usefulness for gifted children: ...

A selective review of the WISC-R literature is presented for the main purpose of relating the research results to test interpretation. The interpretive topics covered are inferences drawn from fact...

Used data from the Kaufman Assessment Battery for Children (K-ABC) standardization sample to develop short forms of the K-ABC Sequential Processing (SEQ) and Simultaneous Processing (SIM) scales for ages 4 through 12 1/2. Using five quantitative and qualitative criteria, we selected the best SEQ dyad and the best SIM dyad and triad. The preferred SEQ short form for screening and research purposes at ages 4 and older contains the Number Recall and Word Order subtests. The preferred SiM short-form triad combines Gestalt Closure, Triangles, and Matrix Analogies (at age 4, Magic Window substitutes for Matrix Analogies). A SIM dyad composed of Gestalt Closure and Triangles was selected fcr the entire 4- to1 12%-year age range.

We used data from the Kaufman Assessment Battery for Children (K-ABC) standardization sample to develop short forms of the K-ABC Mental Processing Composite (MPC) and Achievement (ACH) scales for ages 4 to 12 1/2 years. Using seven quantitative and qualitative criteria, we selected the best MPC dyad, triad, and tetrad and the best ACH dyad. The preferred K-ABC short form for screening and clinical purposes at age 5 and older is a combination of the MPC tetrad (Hand Movements-Triangles-Word Order-Matrix Analogies) and the A CH dyad (Riddles-Reading Decoding). For age 4, the preferred short form is slightly different. We present psychometric properties for all selected short forms, including reliability and validity coefficients, and provide equations to allow computation of a child's estimated MPC and A CH standard score.

The use of individual intelligence tests for gifted assessment is widespread and when used appropriately, intelligence tests can provide valuable information for making decisions about placement and educational programs for the gifted. The purpose of this article is to discuss the many positive aspects of using intelligence tests in gifted assessment. These include the ability of intelligence tests to accurately predict academic and everyday success, the outstanding psychometric properties of intelligence tests, and the utility of intelligence tests in identifying giftedness in handicapped children, underachievers, and others who don't fit the typical pattern of giftedness. The article concludes with recommendations for the intelligent use of intelligence tests with gifted individuals.

This paper discusses the new Kaufman Assessment Battery for Children [K‐ABC] from the vantage point of gifted assessment. The test is described briefly, and the following features of the K‐ABC for gifted children are discussed: inclusion of gifted and talented children in the standardization sample, the test's basis in neuropsychological theory, inclusion of high‐level tasks and difficult items on the various subtests, special administrative features such as giving the school‐age level of the K‐ABC to extremely bright preschoolers, and the results of research on the K‐ABC with gifted children. In addition, implications for assessment of giftedness in minority children are treated, as is the special role of the K‐ABC Achievement Scale for identifying gifted children. Finally, the educational implications of the sequential‐simultaneous model underlying the K‐ABC are explored from the perspectives of the assessment of gifted children with learning problems, and the selection of enrichment activities.

The canonical relationship of the WISC-R Verbal and Performance scales was investigated and found to be similar to that of the WAIS-R, but less strong. The two scales share 46% of their variance. I...

We subjected the Woodcock-Johnson (W-J) Cognitive and Achievement batteries to joint factor analysis for ages 3 through 65+ years based on data from the W-J standardization. We interpreted two-factor solutions for preschool children and three-factor solutions for Grades 1 to 12 and for three adult groups. Most factors were dominated by Achievement subtests and reflected different aspects of academic achievement. The results did not support the construct validity of the W-J. Analyses of g (general) loadings were also revealing; all results pointed to the artificial nature of the intelligence-achievement distinction, at least as it is represented in the W-J.

'The construct validity of the Kaufman Assessment Battery for Children (K-ABC) Sequential Processing and Simultaneous Processing scales for boys and girls was examined in a factor-analytic investigation of 2,000 children (1,000 boys and 1,000 girls). The subjects constituted the stratified, representative national standardization sample, divided into nine age groups. With the exception of some minor fluctuations that are of theoretical interest, the organization of the K-ABC into Sequential and Simultaneous scales is supported for both boys and girls.