Norman Hankins

Ethnic and sex differences on the test of Nonverbal intelligence, quick test of intelligence, and Wechsler intelligence scale for children-revised

This study investigated the performance of 89 students on the Test of Nonverbal Intelligence, Quick Test, and Wechsler Intelligence Scale for Children-Revised IQ scores for ethnic and sex differences. The sample consisted of 61 males, 28 females (37 Black, 52 White). A two-way analysis of variance and the new Duncans Multiple Range Test were used to identify significant differences between the mean scores. The findings did not indicate any significant differences between the IQ scores with regard to ethnicity or sex. Implications of these findings are discussed in terms of assessing minority group members with the Wechsler Intelligence Scale-Revised, Test of Nonverbal Intelligence, and Quick Test.

A Preliminary Study of Black and White Differences on the Revised Wechsler Intelligence Scale for Children.

Investigated the performance of black and white children and youth on the WISC-R. The sample consisted of 120 Ss who were matched on the basis of their Full Scale WISC-R IQ score. Black males were matched with white males and black females were matched with white females, with 30 in each individual sample. The mean M.A. for the females was 10.6 and 10.0 for the males. Ss were matched in terms of Full Scale IQ. The Sander A statistical method was employed to analyze the data, and comparison of subtest scores between sexes was made by using the t-test for independent data. Evidence from the investigation indicates that the combined black sample performed better on the WISC-R Verbal Scale than did the white sample. Black males obtained significantly higher scores on Information and obtained higher scores on the four remaining Verbal scale subtests than did the white males. No differences were found between the females with regard to subtest scores. These findings did not support previous research that suggests that blacks tend to do more poorly on the Verbal area tests than on Performance tests of the WISC-R.

EFFECTS OF HEIGHT, PHYSIQUE AND CRANIAL HAIR ON JOB-RELATED ATTRIBUTES

For a scenario describing a slender male 160 male students indicated more favorable ratings as more assertive, better supervisor, and more acceptable to others.

Prediction of Wechsler intelligence scale for children-revised full scale IQ from the Quick Test of Intelligence and the Test of Nonverbal Intelligence for a referred sample of children and youth

As part of comprehensive psychoeducational assessment procedures, the Quick Test of Intelligence, Test of Nonverbal Intelligence, and the Wechsler Intelligence Scale for Children-Revised were administered to 89 children and youth, who varied in age from 6-4 to 16-10. The sample consisted of 61 males and 28 females, of whom 37 were Black and 52 White. Regression equations were computed that used the WISC-R Full Scale IQ as criteria and the TONI and QT as predictors. The results clearly indicated that the TONI and QT are equally good predictors of the WISC-R FSIQ. Implications for the clinician are discussed.

A comparison of the WISC-R and the WAIS-R with special education students

The results from Wechsler Adult Intelligence Scale-R (WAIS-R) and Wechsler Intelligence Scale for Children-R (WISC-R) with a sample of exceptional adolescents (N = 28) were compared over a 3-year period to determine whether the subjects can be expected to obtain similar subtest scores and similar VIQ, PIQ, and FSIQ scores. Results indicated that the sample scored higher on the WAIS-R Verbal and WAIS-R Full Scale than on the WISC-R Verbal and Full Scale. The findings are discussed in terms of the clinical application, especially as they relate to retesting exceptional children and youth with the WAIS-R.

Analysis of Cognitive Abilities for Mentally Retarded Children on the WISC-R

This study investigated the cognitive abilities of 238 retarded children and youth on the WISC-R. The sample consisted of 238 children (135 boys and 103 girls) ranging in ages from 5 yr., 7 mo. to 16 yr., 7 mo., with a mean age of 10 yr., 9 mo. The variation in subtest scores was analyzed by running an analysis of variance for correlated data for the sample’s subtest scores. Individual differences between subtest means were analyzed by Newman-Keuls test for simple effects. Students’ t and Fisher’s F ratios were used to analyze the subtest scale scores of males and females. On the WISC-R Verbal Scale, the boys scored slightly higher than the girls on each of the subtests. The girls excelled on the Coding. Greatest variation in subtest scores occurred in the Object Assembly, while the lowest variation occurred in Picture Arrangement. Evidence from the present study of mentally retarded children’s performance on the WISC-R indicated that the relative strength and/or weakness of this sample is not restricted to either the Verbal or Performance area. Differences among the WISC-R subtests for retarded subjects seem to be as great within the Verbal-Performance areas as they are between them.

Analysis of Cognitive Ability for Rural White Culturally Different Children

The study investigated WISC-R subtest pattern scores of 176 rural mountain culturally different white children (111 boys and 65 girls) ranging in age from six years three months to 16 years six months. The variation in subtest scores was analyzed by a 1 X 10 analysis of variance with repeated measures on a single factor. Differences between individual subtest means were analyzed by the Newman-Keuls test for simple effects. The evidence indicates that high subtest scores on Comprehension, Object Assembly, and Picture Completion and low scores on Coding, Information, and Similarities were characteristics of this group. The study did not support a Verbal-Performance discrepancy in favor of the Performance skills for these culturally different white children. The WISC-R was found to provide a valid measure of functional or operational intellectual capacity for this sample.

Locus of control and weight loss in joiners and non-joiners of weight reduction organizations.

70 female subjects who had attempted to lose weight responded to Rotters I-E Scale and to a linear scale indicating their success in weight reduction. They also indicated whether they had ever joined an organized weight-reduction program and, if so, whether they had completed it. On the basis of their responses they were classified as Externals or Internals and as Joiners or Non-joiners producing four groups in a 2 × 2 factorial design. The groups were External Joiners, External Non-joiners, Internal Joiners and Internal Nonjoiners. The perceived locus of control did not affect self-rating scores of weight reduction. Nor did membership status affect ratings of success. An interaction between perceived locus of control and membership status was found. Internal Joiners reported greater success in weight loss than Internal Non-joiners. External subjects, however, reported greater success in weight reduction when they did not join a weight-reduction program. The least successful group in weight loss was composed of Joiners who dropped out of a program before its completion.

Comparison of Two Evaluative Procedures on Retention by College Students

A comparison of two evaluative procedures, precision teaching and a traditional method, on retention was made. College students were randomly assigned to one of the two groups and given identical lectures and reading assignments. A multiple-choice examination was administered at the completion of instruction. An analysis of the scores revealed significantly better retention by students in the precision teaching procedure.

The Relationship among the Test of Nonverbal Intelligence, Ammons' Quick Test, and Wechsler Intelligence Scale for Children-Revised.

The relationship among IQs of the Wechsler Intelligence Scale for Children-Revised (WISC-R), Test of Nonverbal Intelligence (TONI), and Quick Test (QT) were investigated. The sample consisted of 51 subjects whose grade placements ranged from second to eighth grades and whose ages ranged from 7-2 to 15-5. Analysis of variance with repeated measures was used to analyze the data and the new Duncan Range Test was used to identify significant differences among pairs of scores. The results indicated that the subjects scored significantly higher on the TONI than on the WISC-R Verbal and Full Scales. No differences were found between the TONI and QT IQs nor between the QT IQs and the WISC-R IQs. Correlation coefficients ranged from a low of .57 between the WISC-R Verbal IQ and TONI to a high of .91 between the WISC-R Full Scale and Verbal Scale. Implications for the use of the TONI, QT, and WISC-R by clinicians were discussed.