WISC-III scores from the special education folders of 233 students with mental retardation were examined. Boys had higher Full Scale, Verbal, and Performance IQs than did girls. Boys also had higher scores on 6 of 10 subtests. Existence of "g" was supported, but Vocabulary and Object Assembly did not contribute to "g" for boys. Perceptual Organization, Verbal Comprehension, and Freedom from Distractibility were supported for girls, but only Perceptual Organization was supported for boys. Performance subtests were better predictors of Full Scale IQs than were Verbal subtests. Coding was the strongest predictor and Vocabulary was the weakest predictor for both boys and girls. Object Assembly was the second strongest predictor for boys but was ninth strongest for girls.
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