title: Comparison of nominal recall (standard) and multiple-choice methods for administration of WISC-R information subtest: a preliminary study indicating a learning effect of multiple-choice testing.
abstract: The Wechsler Intelligence Scale for Children--Revised (WISC--R) Information subtest was administered to learning disabled children using two methods of administration, the standard (recall) method and a multiple-choice format. Those children who were tested first with the multiple-choice format and subsequently with the standard format did better on the standard format than expected. This preliminary study suggests a learning effect of such multiple-choice testing and the desirability of further research being undertaken.
authors.forename: W A
authors.initials: WA
authors.lastname: Weinberg
authors.forename: A
authors.initials: A
authors.lastname: McLean
authors.forename: R L
authors.initials: RL
authors.lastname: Snider
authors.forename: J W
authors.initials: JW
authors.lastname: Rintelmann
authors.forename: R A
authors.initials: RA
authors.lastname: Brumback
mesh_terms: D002648:Child; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000175:diagnosis* / Q000523:psychology; D008297:Male; D011939:Mental Recall; D008722:Methods; D011594:Psychometrics; D014888:Wechsler Scales