Relationships between first name desirability and popularity were studied using boys and girls from six elementary schools. Girls' popularity, as demonstrated by positive sociometric choices, was significantly related to the desirability of their first names. There is some indication that boys' popularity with girls was influenced by boys' first…

Kerlinger's theory of social attitudes asserts that attitudes toward educational practices can be represented by the independent dimensions of progressivism and traditionalism. This study focused on the relationship between these attitudes and philosophies of realism and pragmatism. Results are discussed in terms of consistency between educational…

Performance of norms group on Reading and Arithmetic subtests of WRAT was compared with that of a representative national sampling. Systematic differences were found between the two data sets, and effects of these differences on current norms were illustrated. Norms tend to underestimate subject's achievement level relative to general population.…

Relationship between WISC-R subtest scores and Verbal, Performance, and Full Scale IQs was investigated for a sample comprised of rural Appalachian children. The sample was comprised of both white and black children culturally different by virtue of low family income and residence in mountainous areas of Virginia and North Carolina. (Author)

Construct validity of Survey of Reading Attitudes was investigated through a principal-factor analysis of the 88 items comprising the scale, along with measures of scholastic aptitude and reading skills (vocabulary and comprehension). Sample included 600 students selected so that 200 were obtained from each of the three intermediate grades.…

Compared two- and three-factor solutions for the 12 subtests of WISC and WISC-R for 164 black, white, and Latino children aged seven to 15 referred to school psychologists because of concerns about their intellectual ability. Factor structures of WISC and WISC-R for same group of subjects are similar. (Author)

Study investigated efficacy of predicting academic achievement as measured by the WRAT, using Verbal and Performance scores of WISC-R as predictors. Both tests were given to 155 children referred for psychological evaluations. Performance IQ did not significantly predict academic achievement, and Verbal IQ significantly predicted only Reading and…

WISC-R was administered to 76 subjects from rural school districts referred to a consulting school psychologist for learning problems. Each subject's results on old and new color formats of Coding B subtest were compared. Results suggest possibility of a color enhancement effect, at least with students having learning problems. (Author)

The present study assessed the extent to which kindergarten children's performance on the Bender-Gestalt Test is related to sex and sociocultural variables and to children's social behavior. Two distinctly different Israeli populations were included: the Druze and the Jews. Significant correlations between perceptual indicators and social…

This study attempts to use a subtest grouping approach to analyze the WISC-R performance of a representative sample of severely emotionally disturbed children. A pattern of performance on the WISC-R would aid greatly in diagnosis. A similar approach has obtained significant results for other specific diagnostic groups. (Author)

The Missouri Children's Picture Series is explored as an assessment tool for boys in residential treatment. Extreme ease of administration is an attractive feature of the test. The test is better administered to disturbed boys in two sittings, to offset their distractibility and short attention span. (Author)

The Visual Aural Digit Span and Bender Visual Motor Gestalt Test were studied with regard to ability to discriminate low from average achievers in reading and arithmetic skills, as identified by the Iowa Test of Basic Skills. A sample of 78 normal children aged six through nine were administered tests. (Author)

WISC-R and SES data were collected on 122 learning disabled children. Questions were: Is there a relationship between SES and IQ test scores? Is pattern of subtest scores independent of SES? Is Verbal-Performance IQ test score discrepancy independent of SES? Results supported affirmative answers to all three questions. (Author)

The position paper on unbiased assessment of culturally different children provided impetus for describing fallacies: that child advocacy necessitates renunciation of standardized assessments, that diagnoses are either harmful or useless, that use of norms is detrimental, that standardized tests are devoid of value, and that multidisciplinary…

Purpose was to determine what parents want and the degree to which they value psychoeducational reports prepared by school psychologists. The sample (N=44) consisted of parents whose children were seen as out-patients of the UCLA Learning Disorder Clinic. Results showed positive impressions regarding evaluations, usefulness, and content. (Author)