Fifth-grade students (n=154) were given the Group Embedded Figures Test. Distribution characteristics and sex differences were examined. Earlier norms developed for adult samples are substantially different from those of a sample of children. The norms presented here provide a guide for identification of field dependence in children. (Author)

The correlations between the scores on the 1966, 1973, and 1979 norms on Raven's Standard Progressive Matrices for 140 economically disadvantaged students in grades three and five were significantly high. It seems appropriate to use any of the three sets of norms with economically disadvantaged students. (Author)

The Matching Familiar Figures Test assesses the dimension of reflection-impulsivity in children. This study compares responses of a single sample to the established norms and adds intelligence quotient (IQ) for classification purposes. Analysis indicates that IQ significantly correlates with both latency and errors. (Author/CM)

Normative data collected on 197 disadvantaged high school dropouts on the dimension of internal-external control indicate this group appears to be external, but not markedly so. A short-term intervention program designed to improve academic and vocational skills did not appear to affect locus of control of 33 subjects. (Author/PN)

To study the learning effect on the Group Embedded Figures Test, the relative frequency of success on its 18 tasks must be estimated. This note provides such baseline data, collected by Lusk and Wright and categorized according to Science and Engineering, Business Administration, and Liberal Arts curricula. (Author/CM)

Data on the magnitude of significant Wechsler Intelligence Scale for Children-Revised Verbal-Performance Intelligence Quotient (IQ) discrepancies (specifically the nondirectional aspect of significant frequencies) within the normal population are often misunderstood by clinicians. Suggestions for remedying inaccuracies in reporting discrepancies…