The relationship of the WISC-R and WRAT: A study based upon a selected population

So as to compare predicted achievement based upon WISC-R IQs and observed achievement by the WRAT standard scores, both instruments were administered by the same school psychologist to 282 urban students referred for psychological evaluation. The correlations obtained, even on this nonrandom population, were substantial, significant (p < .001), and should be useful to school psychologists in statistically relating intelligence test scores to school achievement.     

The others-concept and friendly and cooperative behavior in children

This study explored the predictability of friendly, cooperative behavior of school children over a 5-week period. The basis for the predictions was the children's others-concept, as measured by the Paired Hands Test. Structured observations of groups of children working together on assigned tasks were made during five consecutive weekly sessions, each lasting approximately 15 minutes. The observations were obtained by recording each session and categorizing verbal statements as to their task-relatedness and friendliness. This procedure allowed comparisons between children with high and low others-concepts with respect to these behaviors. In three tasks out of five the high others-concept children showed a higher frequency and greater proportion of task-related and friendly behaviors. The tasks which best differentiated between children with high and low others-concepts were those which seemed to be the most challenging and exciting, and which called for the highest degree of group cooperation. The study demonstrated how friendly and cooperative interactions among small groups of children are influenced by a combination of their others-concept and situational factors.     

A comparison of the WISC and WISC-R

So as to compare the results of the WISC and WISC-R, both instruments were administered to 58 children randomly selected from a school population of 583. All administration and scoring was performed by the same psychologist, with a two-month interval separating the administrations for each child. All IQs were significantly higher (p <.01) on the WISC, with the Performance difference being greater than the verbal difference. Also, 8 of the 10 required subtest scaled scores were significantly greater (p <.05) on the older instrument. Regression equations were obtained to predict WISC-R IQs from WISC scores.     

Teacher as token dispenser: Effect of an observer

Data were collected on rate per minute of administering token reinforcement for one male and six female teachers enrolled in a behavior modification course. Data were obtained from record cards maintained by pupils for tokens received during an observer-present condition and for an observer-absent condition. Comparison of reinforcement rates for observer-present vs. absent indicated significantly higher rates of token delivery (p <.025) in the observer-present condition. The observer effect has important implications for those programs in which assessment procedures introduce an observer into the classroom to collect data on changes in teacher behavior.