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Test-retest stability of WISC-R IQs among young gifted students
1University of Southern Mississippi, Hattiesburg 39406-8207.
Psychological Reports
|June 1, 1990
Abstract:
Test-retest stability of the WISC-R Verbal, Performance, and Full Scale IQs among 46 gifted students showed no statistically significant difference between the means. Groupings included all students, 24 boys and 22 girls, age at initial testing, and grade at initial testing. The test-retest intervals ranged from 1 to 2 yr.