Group and individual administrations of the Revised Visual Retention Test to 84 primary-grade children, matched on chronological age and IQ, were demonstrated to be comparable. Form C of the test was used for memory and copy administrations, together with a multiple-choice version. No significant difference was obtained between treatments on memory, copy, or multiple-choice. The group testing procedure appears to provide a valid technique for screening intact classrooms for visual perception, memory, and constructive deficits. Further research with the various forms and administrations is suggested to determine the educational correlates of performance.
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