In this study the authors attempted to determine the motivational personality characteristics associated with psychological reactance. A total of 251 undergraduate psychology students took the Therapeutic Reactance Scale (TRS), the Questionnaire for Measuring Psychological Reactance (QMPR), and the Personality Research Form (PRF). Results show a personality pattern of the psychologically reactant person as defensive, aggressive, dominant, autonomous, and nonaffiliative. Implications of this pattern for resistance in counseling are discussed.

A hierarchical factor solution was obtained on the WAIS-R subtest intercorrelations for the nine age groups included in the standardization sample. An ability arrangement in agreement with Vernon's structural paradigm was obtained at all age levels. The hierarchy consisted of a strong general (g) factor denned by loadings from all 11 subtests, a major group factor corresponding to the verbaleducational (v:ed) dimension, and a minor group factor corresponding to the spatial-perceptual (k) dimensions from Vernon's model. The v:ed factor was denned by subtests from the verbal domain, and the k factor was denned by subtests from the performance domain. These findings not only support the validity of the WAIS-R as a measure of general intelligence but also support the validity of maintaining separate Verbal and Performance IQs. The implications of these findings are also considered from the standpoint of clinical assessment.A substantial number of studies suggest that the structural paradigm proposed by Vernon (1950) provides a useful system for the clinical interpretation of scores on the Wechsler (1949, 1955, 1967, 1974) intelligence scales. Hierarchical factor analyses of the standardization data for all four Wechsler scales have shown that Vernon's (1950) hierarchical paradigm provides a highly parsimonious account for the subtest variance across all age groups. Hierarchical analyses of subtest intercorrelations for the Wechsler Intelligence Scale for Children (WISC;Wechsler, 1949) by Blaha, Wallbrown, and Wherry (1974) and of the Wechsler Adult Intelligence Scale (WAIS; Wechsler, 1955) by showed a strong general intelligence (g) factor Editor's Note. With the publication of the WAIS-R, we have received a large number of manuscripts pertaining to the revised scale, three of which are published in this issue-two in this section and one as a Brief Report. Some additional ones are also in the process of being reviewed. However, since many manuscripts report essentially the same type of study, there is a limit to the number of similar studies we will accept. I have already returned a few manuscripts of this type to their authors. Manuscripts that deal with essentially new types of studies, will, of course be considered.-Sol L. Garfleld Reprint requests should be sent to John Blaha, Psy-

An hierarchial factor solution was obtained on intercorrelations among WISC-R subtests for the 11 age groups included in the standardization sample of 200 boys and girls in each of the age groups from 6.5 years to 16.5 years. An ability arrangement congruent with Vernon's structural paradigm was obtained at all age levels. The ability hierarchy consisted of a relatively strong general (g) factor and two subgeneral factors corresponding to the verbal-educational (v:ed) and spatial-perceptual (k:m) parameters from Vernon's paradigm. The g-factor was defined by loadings from all subtests, while the v:ed-factor was defined by all Verbal subtests and the k:m-factor was defined by Performance subtests exclusive of Coding.

A Wherry-Wherry hierarchical factor analysis was performed on the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) subtest intercorrelatlons reported by Wechsler for each of the six age groups included in the standardization sample. A hierarchical arrangement of abilities highly congruent with Vernon's structure of intellect theory was obtained. The obtained arrangement consisted of a strong general intelligence factor defined by positive loadings from all subtests and two subgeneral factors: a verbal-educational factor defined by the verbal subtests and a spatial-perceptual factor defined by the performance subtests. The factor structure remained stable across age groups thus contradicting the differentiation hypothesis. These findings not only support the construct validity of the WPPSI as a general intelligence assessor but also provide some support for maintaining separate verbal and performance IQs.

A review of hierarchical factor solutions obtained on normal and atypical samples in twelve previous studies showed ability arrangements in agreement with Vernon's structural paradigm. A composite hierarchy synthesized from these studies includes a general intelligence (g) factor at the apex and major group factors corresponding to the verbal‐educational (wed) and spatial‐mechanical‐practical (kim) dimensions at the subgeneral level. Verbal Comprehension (VC), Freedom from Distractibility (FD), Spatial (k) and Quasi‐Specific (QS) minor group factors comprised the third level of the ability hierarchy. Four principles are suggested as guidelines for the clinical interpretation of the WISC‐R.