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Provided validity data for a Yudin-type short form of the WISC-R for N equal to 70 middle-class children (34 males and 36 females, X age equal to 7.6 years, SD equal to 2.58 months) of above-average intelligence (means: VIQ equal to 115.55, PIQ equal to 122.27, FIQ equal to 121.02). Short- to long-form validity coefficients were all above .90 for Verbal, Performance, and Full Scale IQ scores. Highly similar predictive validity coefficients were found for the short and long forms of the WISC-R when compared with the Metropolitan Achievement and Otis Lennon Mental Ability tests. In contrast, little support was found for the validity of the short-form profile data as assessed by Cattell's rp coefficient of profile similarity.

The practical utility of cognitive self-instruction training in facilitating the work habits and academic performance of impulsive first-graders was assessed in the context of the regular classroom. The training paradigm was modified and environmental conditions were arranged to facilitate the transfer of the cognitive self-instruction strategy to the classroom. Following training, there were no significant increases in on-task behavior or in academic performance within the context of a group design . On the basis of this and other studies, a drastic revision of the cognitive self-instruction paradigm seems indicated. Not only must training become broader based, but models must be developed that take into account the requisite cognitive processes for task completion as well as the cognitive abilities of the youngsters to whom training is addressed. In general, the incorporation of information from the developmental and cognitive process literature would appear to facilitate the development of more effective training models.

The sex typing or lack of it among 133 adolescent activities was investigated. Twenty-seven percent (32) of the activities on an Adolescent Activity Questionnaire showed very clear participation differences for male and female adolescents (11 to 18 years old). The initial two factors extracted in a principal components factor analysis were easily interpreted as feminine and masculine activities. Discriminant function analysis of 15 items from the first three factors yielded an 8-item function on the basis of which every sample member was correctly classified as male or female. Masculine activities included more sports-related activities and activities dealing with mechanics and building, whereas feminine activities were domestic in nature and included more sedentary activities (e.g., reading, writing in diaries).

Eighteen ESRD and 18 Control subjects equated for age and intellectual level were assessed pre- and post-dialysis on measures of learning, problem solving and immediate memory. No significant differences were found between ESRD and Control subjects on any of the measures. Both groups showed significant learning over trials on the Paired Associate Learning Task. No correlational associations of statistical or clinical significance were found between the cognitive measures and blood pressure, blood urea nitrogen or serum creatinine. There was no difference between pre- and post-dialysis session performance by the ESRD subjects. These findings were inconsistent with prior research showing immediate improvement in cognition post-dialysis.

The cognitive functioning of 20 children and adolescents with end-stage renal disease was assessed 1 to 3 weeks prior to the onset of hemodialysis, and at 1 month and 1 year after successful kidney transplantation, and results were compared with those of a matched control group. A battery of intelligence, achievement, problem solving, learning, memory, and attention tasks were administered. Both groups had significantly improved scores over time on most measures. The group with renal disease exhibited significantly greater improvement than the control group from initial testing to 1 month after transplantation on the performance IQ and full-scale IQ as well as in mathematics achievement. This significant difference was not maintained, however, at 1 year after transplantation. Cognitive performance was less impaired the later the onset of renal failure or the fewer the years in end-stage renal disease. BUN nitrogen, serum creatinine levels, and BP did not consistently correlate with any of the cognitive or academic achievement measures.