The neurophysiological paradigm is increasing in popularity in education and psychology, although the complexity of behavior-to-brain inference may limit its immediate utility. The present study examines the relationship of three neurological measures and their relationship to the McCarthy Scales of Children's Abilities from a concurrent-and predictive-validity perspective. Also investigated is the ability of traditional neurocognitive McCarthy indicators to differentiate between children with and without signs of neurologic abnormality. Findings warrant a dual approach to neuropsychological assessment (clinical and quantitated) and also sugest that the McCarthy Motor Scale may be of value in assessing the neurologic integrity in the 4-year-old. Findings concerning traditional neurocognitive indicators are inconclusive.
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