SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
Factorial similarity of the WISC-R for White and Black children from the standardization sample.
6 references·6 citing·41 second hop
Factorial similarity of the WISC-R for White and Black children from the standardization sample. (1981)Factorial similarity of the WISC-R for Wh…Bias in Mental Testing (1980)Bias in Mental TestingWISC-R factor structures among Anglos, Blacks, Chicanos, and Native-American Papagos. (1978)WISC-R factor structures amon…The many definitions of test bias. (1978)The many definitions of test …Some useful statistics for the interpretation of the WISC-R. (1978)Some useful statistics for th…Factor analysis of the WISC-R at 11 age levels between 61/2 and 161/2 years. (1975)Factor analysis of the WISC-R…Educational uses of tests with disadvantaged students. (1975)Educational uses of tests wit…Bias in Psychological Assessment (2012)Bias in Psychological Assessm…Construct Validity of the WISC-III for White and Black Students from the WISC-III Standardization Sample and for Black Students Referred for Psychological Evaluation (2001)Construct Validity of the WIS…Wechsler-based CHC cross-battery assessment and reading achievement: Strengthening the validity of interpretations drawn from Wechsler test scores. (2000)Wechsler-based CHC cross-batt…The factorial similarity of the WISC-R performance Scale in deaf and hearing samples (1984)The factorial similarity of t…WISC-R subscale patterns of abilities of Blacks and Whites matched on Full Scale IQ. (1983)WISC-R subscale patterns of a…A multivariate comparison of the intellectual performance of black and white children matched on four demographic variables (1981)A multivariate comparison of …How Much Can We Boost IQ and Scholastic Achievement (1969)Stereotype threat and the intellectual test performance of African Americans. (1995)Intelligence: Knowns and unknowns. (1996)Dynamic testing: Assessing cognitive potential of children with culturally diverse backgrounds (2016)The Nature-Nurture Controversy. (1950)The Prediction of Performance in Clinical Psychology (1953)IQ test performance of Black children adopted by White families. (1976)Scientific and Social Significance of Assessing Individual Differences: “Sinking Shafts at a Few Critical Points” (2000)Introduction to the Special Section on Cognitive Abilities: 100 Years After Spearman's (1904) "'General Intelligence,' Objectively Determined and Measured". (2004)Mental Abilities of Children from Different Social-Class and Cultural Groups (1965)Intelligent testing with the WISC-R (1979)Questioning the K-ABC: What Does It Measure? (1985)The factor structure of the Wechsler scales: A brief review (1985)Suitability of published neuropsychological test norms for urban African secondary school students in South Africa (2001)The factorial structure of the WISC at ages 7-6, 10-6, and 13-6. (1959)Assessment of Children's Intelligence (1975)ANALYSIS OF TEST BIAS IN FOUR GROUPS WITH THE REGRESSION DEFINITION (1979)I. Validity of WISC-R factor scores in predicting achievement and attention for four sociocultural groups (1979)WISC-R Research: Implications for Interpretation (1979)The Measurement and Appraisal of Adult Intelligence (4th ed.). (1958)Theoretical Foundations of the Wj-R Measures of Cognitive Ability (1990)Genes, Environment, and the Development of Orthographic Skills (1994)Attachment at school age and academic performance. (2001)Modern factor analysis (1960)Modern Factor Analysis (1968)The Scientific Use of Factor Analysis in Behavioral and Life Sciences (1978)Performance of a Group of Deaf and Hard-of-Hearing Students and a Comparison Group of Hearing Students on a Series of Problem-Solving Tasks (1994)The Handbook of School Psychology (1982)Construct validity in psychological tests. (1955)Validity of psychological assessment: Validation of inferences from persons' responses and performances as scientific inquiry into score meaning. (1995)IQ interpretation for children with flat and variable test profiles (2002)Human cognitive abilities a survey of factor-analytic studies (2004)An explanation of reading comprehension across development using models from Cattell–Horn–Carroll theory: Support for integrative models of reading (2012)Comparing Cattell–Horn–Carroll factor models: Differences between bifactor and higher order factor models in predicting language achievement. (2014)AN EVALUATION OF SOME MODELS FOR CULTURE‐FAIR SELECTION (1976)POPULATION VALIDITY AND COLLEGE ENTRANCE MEASURES (1978)The Use Of Analysis Of Covariance Structures For Comparing The Psychometric Properties Of Multiple Variables Across Populations (1978)The New Faces of Fairness (2001)Testing and Assessment in Cross‐Cultural Psychology (2003)Ecology of the family as a context for human development: Research perspectives. (1986)Nature-nurture reconceptualized in developmental perspective: A bioecological model. (1994)
this work references cited by second hop

References

  • 1980Bias in Mental Testing1,934 cited
  • 1975Factor analysis of the WISC-R at 11 age levels between 61/2 and 161/2 years.524 cited
  • 1975Educational uses of tests with disadvantaged students.282 cited
  • 1978The many definitions of test bias.126 cited
  • 1978WISC-R factor structures among Anglos, Blacks, Chicanos, and Native-American Papagos.110 cited
  • 1978Some useful statistics for the interpretation of the WISC-R.34 cited

Cited by

  • 1981A multivariate comparison of the intellectual performance of black and white children matched on four demographic variables64 cited
  • 1983WISC-R subscale patterns of abilities of Blacks and Whites matched on Full Scale IQ.62 cited
  • 2000Wechsler-based CHC cross-battery assessment and reading achievement: Strengthening the validity of interpretations drawn from Wechsler test scores.61 cited
  • 1984The factorial similarity of the WISC-R performance Scale in deaf and hearing samples60 cited
  • 2012Bias in Psychological Assessment46 cited
  • 2001Construct Validity of the WISC-III for White and Black Students from the WISC-III Standardization Sample and for Black Students Referred for Psychological Evaluation41 cited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work