Satz and Mogel (1962) and Mogel and Satz (1963) devised an abbreviated form of the Wechsler Adult Intelligence Scale (WAIS) which satisfied both clinical usefulness and validity. The procedure involved the selection of items (46%) from 9 of the 11 WAIS subtests, leaving Digit Span and Digit Symbol unchanged. The advantages of this type of short form were twofold: (a) all subtests were represented and (6) considerable time in administration was saved. High correlations between the abbreviated and standard forms were found regardless of intellectual level or diagnostic classification. In a recent study by Yudin (1966), it was suggested that the Satz-Mogel abbreviation was applicable to the Wechsler Intelligence Scale for Children (WISC). Using an emotionally disturbed sample of children, Yudin found extremely high correlations between the standard and abbreviated WISC subtests and scales for different age groups. Intellectual level, however, was shown to lower the magnitude of these correlations, particularly in the upper IQ ranges. If this finding were true, it would limit the usefulness of the abbreviated procedure. The present study was therefore designed to test the replicability of Yudin's findings, with this short form, on a new sample of emotionally disturbed children.The WISC records of ISO emotionally disturbed children were rescored according to the procedure outlined by Yudin. The correction factor, however, was not employed. The total group ranged in age from S years, 11 months, to 15 years, 11 months, with a mean of 12 years, 3 months. The Full Scale IQ of the group ranged from 46 to 137, with a mean of 96.11 and a standard deviation of 17.60. These subject char-1 An extended report of this study may be obtained without charge by Paul Satz, Neuropsychol-

It is suggested that success constitutes a threat to underachieves because these Ss have a "need to fail." The present study sought to determine whether praise of underachievers would result in a decrement in subsequent learning performance. 45 underachieving boys in Grades 4, 5, and 6 were matched to 46 nonunderachieving boys with respect to ability. 2 equated lists of paired associates were learned by Ss. Between lista Y» of the Ss were praised, Vs were reproved, and V» were told nothing. Results indicated that praise results in slower learning among underachievers while it results in faster learning among nonunderachievers.

The political attitudes of 50 feminist women in relation to "feminism" as a dimension were examined and contrasted with those of 50 of their contemporary female peers. They were administered the Attitudes Toward Feminism Belief-Pattern Scale (3), the Conservatism-Radicalism Opinionnaire (4), and a questionnaire providing biographical information and personal opinions regarding various timely political and feminine issues. The feminist women and their peers were found to differ significantly in the attitudinal dimensions of feminism and political conservatism-radicalism. The feminist women manifested more feminism than their peers, as well as being more politically radical. Feminism as a dimension was also found to be positively correlated with political radicalism. Both goups were also compared in their sentiments and opinions on several noteworthy issues; e.g., the potential influence of the women's vote in en- hancing the status of women. Surprisingly, the feminist women and their peers failed to differ on some of the more salient of these. In order to understand and appreciate the feminist personality, the forces potentiating the Women's movement, and the apparent similarities and differences between the feminist women and their peers, the variables of feminism, political conservatism-radicalism, and activism seem to deserve consideration.

No abstract

Forty-five underachieving fourth, fifth, and sixth grade boys and 45 controls were administered the Ellis Visual Designs to determine whether underachievers have more difficulty in visual-motor coordination than the non-underachievers. The results showed no significant difference in the visual-motor performance by the groups. The results are interpreted as supporting the hypothesis that severe underachievement is not generally a result of brain damage but rather of other factors, presumably psychological in nature.