Relationship among IQ,Time Needed for Learning,and Retention in Children Referred for Behavior Problems

Abstract

Peabody, Slosson, and WISC-R IQs were compared for 156 fourth- and fifth-grade boys, who were assigned to one of four groups based on behavior problems consistently exhibited in the classroom. On the average, Peabody and Slosson scores overestimated WISC-R Full Scale IQs by 10 points. Test performance was also correlated with a measure of time to learn, i.e., the number of trials needed to learn a unit of school-related material to 100% accuracy, and a measure of retention of the learned material. WISC-R IQs were generally more strongly related to time to learn than either Peabody or Slosson scores. The intercorrelations among these measures did not vary appreciably as a function of the children's primary behavioral characteristic.

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