A detailed account is given of the development, standardization, and evaluation of The Quick Test, a brief individual intelligence test based on perceptual-verbal performance. Three single forms, each consisting of 50 word-items based on one plate with four line drawings, cover abilities from the two-year level to the superior-adult level. Three to ten minutes are required to administer the QT to any person who can see the drawings, hear or read the word items, and give a yes-no signal. Standardization was based on the responses of 458 children and adults, a sample controlled on a simultaneous quota basis for age, sex, educational level and own or father's occupation. Single forms and combination forms (1+2, 2+3, 1+3, 1+2+3) were found to be highly reliable (.66 to .95). These estimates were corroborated in several independent studies ( N = 111), as were validity estimates (.77 to .96, correlations with the revised Stanford-Binet and the Wechslers). MA, IQ, and percentile norms are included as well as a discussion of practical problems in testing, suggestions for minimizing such problems, and ideas for further research. It is concluded that the QT is quite satisfactory for school, clinical, and research use, and since the QT shows strong correlation with the Full-Range Picture Vocabulary Test, the two tests can be used interchangeably.

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A-represents the curve of performance if no rest had been introduced. In the following study, straight lines were fitted to the pre-rest performance curves by the method of average decrement. 1 Only in the case of the 8-and ly-min. pre-rest practice groups did there appear to be sufficient points on which to base individual equations for line A. Fig. 2 gives two mean prerest performance curves-one for the 98 Ss in the 8-min. and one for the 98 Ss in the 17-min. pre-rest practice group. A linear equation was fitted to each by the method of average decrement. These two equations were then combined by averaging their slopes and assuming that the final equation ran through their mean value at 4! min. of practice. Performance (i.e., percent time spent on target) = 1.395 times (number of trials) + 6.84, fits these two curves fairly closely, and provides a baseline (A) from which to compute the various derived measures for the |-, I-, and 3-min. pre-rest practice groups. * This article is based on a dissertation presented m partial fulfillment of the requirements for the Ph. D. degree, State

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It is commonly believed that perceptual-motor skills are well retained over no-practice intervals and are quickly relearned. Detailed information about the retention of such skills may be found in McGeoch and Irion (5). Of particular interest are studies reported by Tsai (9), Van Dusen and Schlosberg (10), and Jones and Bilodeau (3).Several preliminary studies were carried out preparatory to the two major ones reported in the present paper. 3 There was no detectable loss