Using a procedure that eliminated repetition of identical items, thus avoiding order effects, we administered the Wechsler Adult Intelligence Scale (WAIS) and the WAis-Revised to 108 subjects. AH correlations between the two tests were significant and similar to those reported in the WAIS-R manual. For the group as a whole, verbal, performance, and full scale IQ scores on the WAIS-R were significantly lower than their respective WAIS scores; however, this difference was not consistent across IQ levels. Subjects of both average and borderline intelligence had WAIS IQ scores significantly above their WAIS-R scores. For the mildly retarded subjects, the performance IQs were equal for the WAIS and WAIS-R, whereas the WAIS-R verbal and full scale IQ scores were higher than the corresponding WAIS IQ scores. However, these score differences were small (1 point) and of little practical value. The differences of moderately retarded subjects, on the other hand, were large and in the reverse direction: The WAIS-R IQ scores were significantly higher than the WAIS IQ scores. Clinical implications of these findings are discussed. When an established test is revised, evaluation of the equivalence of the two forms is necessary. Since the publication of

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This research assessed the validity of the Personality Inventory for Children (PIC) using the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Wide Range Achievement Test (WRAT) as criterion instruments. The cognitive triad of the PIC was minimally correlated with all IQ measures, which does not support the use of the PIC for predicting intellectual ability. In general, significant correlations for the Reading and Spelling scales, but not for the Arithmetic scale, were found between the WRAT and the PIC cognitive triad. Differential validity for the Intellectual Screening and Achievement scales of the PIC was not substantiated, nor was a previously found relation between the WISC-R Freedom From Distractibility factor and the PIC Somatic Concern scale. The validity of the PIC for academic or intellectual screening is questionable.

The 60-item version of Grasha and Riechmann's Student Learning Style Scales (six scales, 10 items per scale) was administered to a large sample of college freshmen on each of three campuses (total N = 870) in the northeast. The Participative, Avoidant, and Collaborative scales showed acceptable internal consistency, but the Dependent, Independent, and Competitive scales did not. Factor analyses of items and scales produced no solution approximating simple structure in any sample. Neither items nor scales yielded a factor pattern resembling the theoretical structure postulated by Grasha and Riechmann in any sample, although scale scores in two samples yielded a Participative-Avoidant factor that is one of the theoretical dimensions. Properties of the 60-item version are thus very similar to those reported for an earlier 90-item version.

This study is a concurrent validation of Level II of the WRAT-R using the WAIS-R Verbal, Performance, and Full Scale IQ scores as criterion measures. Forty-five subjects were administered the WAIS-R and WRAT-R and their scores correlated. The results showed the same pattern of correlations between the WAIS-R IQ scores and the WRAT-R Reading, Spelling, and Arithmetic standard scores that has been found between the WAIS and WRAT and the WISC-R and WRAT. For this sample, the standard scores on the WRAT-R averaged approximately nine points below the average WAIS-R IQ scores. The inclusion of some retarded subjects in the sample may have lowered the mean standard scores for the WRAT-R. Prior research has indicated that WRAT scores are not predicted effectively by IQ scores of retarded subjects. While the WRAT-R appears to have the same relationship to intelligence scores as the WRAT, further research is needed to determine if this holds for other subject groups and for Level I of the WRAT-R.