Correlations between the Quick Test and the Wechsler Intelligence Scale for Children—Revised

Nicholson, Charles L.

doi:10.2466/pr0.1977.40.2.523

Cited by 8 publications

(2 citation statements)

References 5 publications

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“…It was selected because it already formed part of the standard assessment protocol for the adolescent sexual offender group. The Quick Test has been found to have good concurrent validity (r = .84) when compared with the Wechsler Intelligence Scale for Children (Cull & Colvin, 1970;Nicholson, 1977;Pless, Snider, Eaton, & Kearsley, 1965).…”

Section: Methodsmentioning

confidence: 99%

Applying Rapid Serial Visual Presentation to Adolescent Sexual Offenders

et al. 2009

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Attentional bias toward child images is assessed among adolescent sexual offenders and nonsexual offenders using the rapid serial visual presentation (RSVP) method, which measures the effects of "attentional blink." Twenty adolescent sexual offenders against children and 26 nonsexual offenders are asked to identify a child or animal image and then a second image in streams of 10 images. A stronger attentional blink effect is expected for offenders against children after viewing child rather than animal images. However, the expected differences between offender groups are not found. It is questioned whether the RSVP images can elicit a response in adolescent sexual offenders indicative of DSI. The clinical utility of applying the RSVP assessment with adolescents rather than adults is also queried because (a) adolescents' cognitive abilities may not allow them to conceptualize and concentrate on the assessment in its present form and (b) deviant sexual interest may be evident to different degrees in adolescent sexual offenders.

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Section: Methodsmentioning

confidence: 99%

Applying Rapid Serial Visual Presentation to Adolescent Sexual Offenders

et al. 2009

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“…Contrary to the above investigations, the highest correlations with this group were obtained between WISC-R Performance IQ scores and H-NTLA scores, although this divergent finding may be due to the special nature of this group of subjects. Nicholson (1977) and Kendall and Little (1977) conducted correlational investigations with the WISC-R and the Quick Test (Ammons & Ammons, 1959). Kendall and Little, utilizing 69 juvenile delinquents, were also examining the PPVT in relation to the WISC and the WISC-R. Coefficients in this study ranged from S O to .98.…”

Section: Concurring Withmentioning

confidence: 99%

WISC-R: The first five years

Quattrocchi

Sherrets

1980

Psychol. Schs.

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Since its introduction five years ago (1974), 113 articles or papers have appeared regarding the WISC-R, including empirical investigations of its nature, as well as its comparability with a variety of other measures of intelligence and achievement, including the WISC. While not all this research has been carefully done, two general conclusions can be derived from the review. First, although the WISC-R involves modification in administration, design, and presentation of items, as well as a complete restandardization, the literature substantially suggests that it remains very similar in nature to its predecessor, the WISC. Investigations of factor analytic structures, standard errors, reliability coefficients, and subtest intercorrelations support the conclusion that individuals perform on the WISC-R largely the same as they do on the WISC. The second conclusion points out (with few exceptions): consistently lower scores were obtained on the WISC-R than on several other measures, including the WISC, the WAIS, the Slosson Intelligence Test, the Peabody Picture Vocabulary Test, and the Stanford Binet, which was revised shortly before the WISC. These lower scores on the WISC-R may be due to a variety of influences, including examiner variance, an artifact of design leading to inflated scores on the WISC, and finally and most obviously, the restandardization of the scale. The amount of literature that has appeared over the five-year period suggests that practitioners and researchers are as interested in learning about the WISC-R as they were about the WISC. Despite this fact and the conclusion that the WISC and WISC-R are substantially similar, the present authors encourage caution in the overgeneralization of findings until additional literature develops.The Wechsler Intelligence Scale for Children (WISC) was developed by David Wechsler in 1949 as a downward extension of the adult intelligence test called the Wechsler-Bellevue (Wechsler, 1939). The content for the WISC came largely from the Wechsler-Bellevue Form 11, although there were some easier items added to provide a floor for the younger child (Edwards, 1972). As the WISC Manual (Wechsler, 1949) points out, the test was intended for children from ages 5 through 15 and was standardized separately from the Wechsler-Bellevue Form 11.The WISC quickly'became one of the most commonly used tests with children who were having learning or emotional problems (Edwards, 1972). This test has continued in wide use and has been revised and restandardized as the Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler, 1974). A comparison of the two scales and a review of the current literature on the WISC-R follows. STANDARDIZATION Wechsler Intelligence Scale for ChildrenEdwards (1972) points out that the WISC was standardized on 100 boys and 100 girls at each of the age levels from 5 through 15. An attempt was made to use children who were at mid-year age. The total sample consisted of 2,200 cases. Although many more children were tested, this final 2,200 cases...

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