Research with the Wechsler-Bellevue test: 1945-1950.

Abstract

CONCLUSIONSWithin the limitations of the design of the problem and the samples of subjects 1. 2. 3. 4.studied, the following conclusions were found : Verbal I& is indicative of ability to learn in verbal situations. Performance I& is indicative of ability to learn in nonverbal situations.Equality of verbal and performance IQ's is indicative of no difference in verbal and nonverbal abilities. Subtest variation is inversely related to learning proficiency. REFERENCES BIJOU, S. W. The psychometric approach as an aid to clinical analysis-a review. Amer. J . M a t . Def., 1942, 46, 354-362. RABIN. A. I. The use of Wechsler-Bellevue scales with normal and abnormal Dersons. Psuchol. Bull.. i945. 42. 410-427.

Clinical Methods: Psychodiagnostics

“…Literature on these topics published since 1946 is summarized critically in the recent review by Rabin & Guertin (152). Research on this scale during the past year deals with (a) general properties of the scale, (b) short forms, (c) diagnosis by subtest analysis, and (d) measurement of deterioration.…”

Absence of parallel forms for the traditional individual intelligence tests

“…did appear in the Psychological Bulletin articles published between 1945 and 1956 (Rabin, 1945;Rabin & Guertin, 1951;Guertin, Frank, and Rabin, 1956). An examination of the aforementioned review articles indicated that only four studies were published between 1939 and 1955 that compared WBI with WBII (two of these were published between 1945 and 1950, and two, between 1950 and 1955).…”

A History of Mental Ability Tests and Theories

“…Wechsler's subtests were divided into verbal and performance/nonverbal content for practical reasons, just as the army group-administered mental tests had included the Alpha and the Beta, and the convenience of having both types of contents balanced and normed together in a single test was one of the reasons for the Wechsler-Bellevue's popularity (e.g., Rabin, 1945;Rabin & Guertin, 1951). The verbal-performance dichotomy permitted valid assessment of individuals whose intelligence was likely to be underestimated by verbal intelligence tests alone (i.e., those who were poorly educated, from non-English language origins, or otherwise disadvantaged by language-dependent tests).…”