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Summary.-Data from the standardization of the Wechsler Preschool and Primary Scale of Intelligence in Shiraz, Iran (193 girls, 203 boys 4 to 6.5 yr. old) were used to develop a short form. Four subtests (Vocabulary, Arithmetic, Picture Completion, and Block Design) were selected on the basis of their high correlations with Full Scale IQs. The validity coefficients were high and significant. The standard errors for the short form were 4.0 to 6.0 points. The short form classified correctly about 73% of the subjects by category of intelligence but tended to underestimate the IQs of subjects of high intelligence and to overestimate the IQs of subjects with low intelligence. Further work is required. Much research has been performed with short forms of the Wechsler intelligence scales including the Wechsler Preschool and Primary Scale of Intelligence (2, 3, 5, 11, 12). Two basic approaches in designing these short forms have been item limitation or the Satz-Mogel-Yudin approach and subtest limitation or a combined approach (5, 10). Item limitation, although advantageous for the purpose of a profile analysis, has been criticized for lowered reliabilities (2). Many recent studies, however, have concentrated on limitation of the subtests. Most of these studies have focused on two- and foursubtest short forms (4, 12). Tetrads have been reported to provide more adequate representation of the Full Scale 1Q than dyads (2, 5). Although the validity and usefulness of various short forms of the WPPSI have been demonstrated for use in the United States, little evidence is found in the literature on the validity of the short forms for societies of different cultural backgrounds. Therefore, the current study was designed with the aim of developing a short form of the WPPSI for use in Iran. The following three criteria from those suggested by Resnick and Entin (8) were applied. For the short forms to be considered valid: (a) the estimated IQs and the actual Fd Scale IQs should be highly correlated, (b) the short form IQ classification and the Full Scale IQ classification should be highly congruent, and (c) the difference between means of the short form IQs and Full Scale IQs should not be significant. METHOD The data were the standardization data of the Wechsler Preschool and Primary Scale of Intelligence in Shiraz, Iran (7). The standardization sample had consisted of 193 girls and 203 boys from ages 4 to 6.5 yr. The sample was stratified for age, sex, and occupation of father according to the 1986 national census of Iran.

Retest reliability of the Wechsler Preschool and Primary Scale of Intelligence test scores was performed in Iran using 30 subjects in a time interval of 5 to 6 wk. The results of this analysis suggest that this restandardization of the WPPSI provides a consistent measure of intelligence for application in Iran. Reliability coefficients of .83, .90, and .88 were found for Verbal IQ, Performance IQ, and Full Scale IQ, respectively.

(1972). The Use of Otis-Lennon Mental Ability Tests, Advanced Level, in Iran. The Journal of Psychology: Vol. 82, No. 2, pp. 307-312.

A Persian form of the Otis Self-administering Tests of Mental Ability, Intermediate Form, was administered to a representative sample of Iranian secondary school pupils (944 boys and 554 girls). Iranian Ss as a group scored strikingly lower than their American counterparts. Boys scored significantly higher than girls both in different grades and across grades. Scores correlated significantly with a past academic performance criterion. Test-retest reliability coefficients over a 2-wk. interval were low relative to those given in the test manual.

Summary. The Persian form of the EPI and Eysenck's Psychoticism Scale were administered to a large group (about 23,000) of Iranian secondary school graduates, aged between 18 and 19, taking the Pahlavi University entrance examination. The latter consisted of a Persian adaptation of the Otis (Advanced Level) and five multiple choice tests of academic attainment. Analysis of results for two randomly selected groups of boys and one group of girls revealed a consistently negative correlation between measures of cognitive performance and psychoticism. A somewhat less consistent but positive correlation was observed for the extraversion scale. There was little correlation between neuroticism and measures of intelligence or achievement. Considering the joint effects of extraversion and psychoticism, stable extravert subjects seemed to have performed best on tests of ability and attainment. Psychotic introverted girls, however, seem to be superior to their extraverted counterparts. This sex difference persists with regard to a number of other dependent variables. On the whole, the personality patterns of more intelligent and academically successful Iranian students would appear to be more like those of younger British pupils (below 15 years) than their own age-mates. The superior correlation between the psychoticism scale and measures of cognitive efficiency indicates the need for further exploration of this dimension as a potentially important aspect of normal personality.

Summary This paper presents results obtained with a slightly modified version of the Persian form of the EPI (PEPI) which also included Eysencks' recently published psychoticism scale. Subjects were 1009 Iranian secondary school graduates (768 boys and 241 girls) aged between 18 and 20 years taking the Pahlavi University entrance examination. Retesting of a small group of subjects under ordinary conditions showed little distortion of the mean scores that might be attributed to the highly competitive test situation. The test retest reliability of the scales over a five-month period, however, was undesirably low, except for the N-scale. The P-scale was found to correlate positively with neuroticism. Iranian female subjects had scored higher than their male counterparts on neuroticism but lower on both extraversion and psychoticism. In comparison with British norms, Iranian subjects had scored higher on both N and P scales, the difference on the latter being particularly striking. These findings are discusse...

Si~mmary.-85 children were administered a conservation proportion task in which they were to judge the relative fullness of a series of glasses in order to determine functioning at the symbolic level of representation. The results indicate that: (a) as age increases (7 to 9 yr.) the number of children functioning at the symbolic level increases, (b) a majority of 9-yr.-old children did not function at the symbolic level and, (c) the percentage of contradictory errors decreased as age increased. The recent interest of psychologists in cognitive functioning and development has given rise to a large body of theoretical propositions with a relatively limited basis of supporting empirical data. Bruner (1964) has suggested a number of theoretical constructs which, when abstracted, emerge as a theory of the process of cognitive development. One concept basic to this theory is that cognitive growth is a function of a shift from the use of enactive to iconic representation and from iconic to symbolic representation, each succeeding level being a manifestation of growth in cognitive ability. Bruner (1964, pp. 7-9) reports the results of an experiment "designed to explore the border between iconic and symbolic representation." Using 5-, 6and 7-yr.-old Ss, he found that, although there was an increase in the use of symbolic representation with age, the 7-yr.-old Ss were basically representing on the border between iconic and symbolic. The purpose of the present study was to determine the age at which a majority of children use symbolic representation in reference co a specific problem. METHOD St;b jects Ss were 85 children, 7, 8, and 9 yr. old, from the second, third, and fourth grades of the University School, Indiana University. The data were collected on a group basis within the classroom and took about 15 min. per class.