A review of studies concerned with the "experimenters'" race indicates the following: (a) Physiological responsiveness is affected more by the subjects' racial attitudes than by the experimenters' race. (&) White experimenters can impede or enhance Negro college students' performance on tasks, but they are more likely to impede or affect Negro children's performance, (c) The experimenters' race affects subjects' picture and doll preferences, but may not influence their scores on intelligence tests and personality measures, (d) Positive attitudes toward Negroes can be induced by a Negro experimenter or by a Negro-white experimenter team, (e) Respondents give socially desirable responses to interviewers of races other than their own, except when the interviewers occupy a high-status role. (/) Negro clients prefer Negro counselors. Limitations of present knowledge are noted, and directions for future research are suggested.This review focuses on one aspect of what has been recently termed the Experimenter Personal-Attributes Effect (cf. Barber & Silver, 1968a;Rosenthal, 1966), namely, the race (primarily Negro and white) of the experimenters (or examiners, or interviewers, or therapists/counselors). Three points concerning the review need to be noted. First, the controversy surrounding experiments concerning the Experimenter Bias Effect (Barber,

The publication of 2 Wechsler scales with multiple overlapping items, the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) and Wechsler Intelligence Scale for Children-Ill (WISC-III), provided an opportunity to cross-validate items. Test-age equivalents corresponding to cumulative item raw scores were extracted from the manuals or estimated with ratio scores (and checked against regression-based values). WPPSI-R test-age equivalents correlated highly with WISC-III test-age equivalents (r = .88 for the 23 overlapping items), and there were few noteworthy discrepancies. These data demonstrate the validity of the WPPSI-R and WISC-III beyond the level of subtests and IQs and to the level of item makeup.

This investigation extended work on the Wechsler Adult Intelligence Scaled-Revised (WAIS-R) to the WAIS-III by determining how allotments of scaled-score points change with age, and to evaluate WAIS-III performance in terms of the Horn-Cattell constructs of crystallized and fluid intelligence. The age norms for the 14 individual WAIS-III subtests indicate that additional scaled-score points are awarded primarily to the Letter-Number Sequencing subtest of the Verbal Scale and to the seven Performance Scale subtests at ages 45 to 89 years for the same performance as individuals in the 20- to 34-year-old reference group. Subtests that measure speed of information processing showed more of a decline than subtests that measure verbal processing. Results are consistent with the view that measures of fluid intelligence show more of a decline with advancing age than do measures of crystallized intelligence. Published by Elsevier Science Ltd

A number of conclusions emerge from the review of research in the field of individual intelligence testing, Departures from standard procedures are more likely to affect specialized groups than normal groups. Susceptibility to situational variables, especially discouragement, appears more frequently with younger than with older Ss. Rapport is an important variable in the E-S relationship. E differences occasionally appear, but reasons for the differences are not clear. E's experience is usually not a critical variable. White Es may have some subtle deleterious effect on Negro Ss' scores, but the evidence is not definitive. Inadequate research designs characterize many studies on E differences. A combination of man and machine test administration may solve some of the problems encountered in intelligence testing, but many questions remain unanswered.

Samples of 13 mothers and fathers of normal preschool children and 11 mothers of high‐risk preschool children estimated their children's vocabulary ability by predicting their child's responses to individual PPVT‐R items and by making a global rating of their child's vocabulary ability. Prior to the parental estimations, the children had been administered the PPVT‐R. Accuracy of parental estimates, as measured by d', was low, although the mothers' average estimates were significantly higher than zero and higher than fathers' estimates. Accuracy of estimation was similar for mothers of normal preschoolers and for mothers of high‐risk preschoolers. Time spent reading to the child, mothers' employment, and children's ability level were not related to parental accuracy. Although correlations between the children's scores and parental estimates all were significant, parents tended to overestimate their children's abilities by approximately 9 to 10 points on the average. Overall, parental estimates of their children's vocabulary ability, using a global rating scale, provide a somewhat useful measure for placing their children in a broad classification range.