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Einstein, N., & Engelhart, C. I. (1997). Comparison of the K-BIT with short forms of the WAIS-R in a neuropsychological population. Psychological Assessment, 9(1), 57 62. Eisdorfer, C., Busse, E. W., & Cohen, L. D. (1959). The WAIS performance of an aged sample: The relationship between Verbal and Performance IQs. Journal of Gerontology, 14, 197 201. Eisdorfer, C., & Wilkie, F. (1973). Intellectual changes with advancing age. In L. E. Jarvik, C. Eisdorfer, & J. E. Blum (Eds.), Intellectual functioning in adults. New York: Springer. Ekstrom, R. B., French, J. W., & Harman, H. H. (1979). Cognitive factors: Their identification and replication. Multivariate Behavioral Research Monographs, 79(2), 3 84. Ekstrom, R. B., French, J. W., Harman, H. H., & Dermen, D. (1978). Kit of Factor Referenced Cognitive Tests. Princeton, NJ: Educational Testing Service. Elardo, R., Bradley, R., & Caldwell, B. M. (1977). A longitudinal study of the relation of infants home environments to language development at age three. Child Development, 48, 596 603. Elliott, C. D. (1990). Differential Ability Scales (DAS) administration and scoring manual. San Antonio, TX: The Psychological Corporation. Elliott, C. D. (in press). Manual for the Differential Ability Scales. San Antonio, TX: The Psychological Corporation. Elliott, R. (1987). Litigating intelligence. Dover, MA: Auburn House. Elliott, S. N. (1985). Review of AAMD Adaptive Behavior Scale. In J. E. Mitchell (Ed.), The ninth mental measurements yearbook (pp. 2 4). Lincoln, NB: Buros Institute of Mental Measurements, University of Nebraska Press. Elliott, S. N., Piersol, W. C., Witt, J. C., Argulewicz, E. N., Gutkin, T. B., & Galvin, G. A. (1985). Three-year stability of WAIS-R IQs for handicapped children from three racial/ethnic groups. Journal of Psychoeducational Assessment, 3, 233 244. Engel, R., & Henderson, N. B. (1973). Visual evoked responses and I.Q. scores at school age. Developmental and Medical Child Neurology, 15, 136 145. Erickson, R. C., & Scott, M. L. (1977). Clinical memory testing: A review. Psychological Bulletin, 84, 1130 1149. Erker, G. J., Searight, H. R., & Peterson, P. (1995). Patterns of neuropsychological functioning among patients with multi-infarct and Alzheimer s dementia: A comparative analysis. International Psychogeriatrics, 7, 393 406. Ernhart, C. B., Morrow-Tlucak, M., Wolf, A. W., Super, D., & Drotar, D. (1989). Low level exposure in the prenatal and early preschool periods: Intelligence prior to school entry. Neurotoxicology and Teratology, 11, 161 170. Ertl, J. (1971). Fourier analysis of evoked potentials and human intelligence. Nature, 230, 525 526. Ertl, J., & Schafer, E. (1969). Brain response correlates of psychometric intelligence. Nature, 223, 421 422.
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Eslinger, P. J. (1996). Conceptualizing, describing, and measuring components of exective functions: A summary (pp. 327 348). In G. R. Lyon & N. A. Krasnegor (Eds.), Attention, memory, and executive function. Baltimore: Brookes. Estes, W. K. (1974). Learning theory and intelligence. American Psychologist, 29, 740 749. Estes, W. K. (1982). Learning, memory, and intelligence. In R. J. Sternberg (Ed.), Handbook of human intelligence (pp. 170 224). New York: Cambridge. Ettinger, G. E. (1963). Defective identification of fingers. Neuropsychologia, 41, 39 45. Evans, R. G. (1985). Accuracy of the Satz-Mogel procedure in estimating WAIS-R IQs that are in the normal range. Journal of Clinical Psychology, 41, 100 103. Eyman, R. K., Demaine, G. C., & Lei, T. J. (1979). Relationship between community environments and resident changes in adaptive behavior: A path model. American Journal of Mental Deficiency, 83, 330 338. Eysenck, H. J. (1982). Is intelligence An epilogue. In H. J. Eysenck (Ed.), A model for intelligence. Berlin: Springer-Verlag. Eysenck, H. J., & Barrett, P. (1985). Psychophysiology and the measurement of intelligence. In C. R. Reynolds & V. L. Willson (Eds.), Methodological and statistical advances in the study of individual differences (pp. 1 49). New York: Plenum. Falconer, D. S. (1960). Introduction to quantitative genetics. London: Oliver and Boyd. Fantuzzo, J., Sisemore, T., & Spradlin, W. (1983). A competency-based model for teaching skills in the administration of intelligence tests. Professional Psychology, 14, 224 231. Faulstich, M., McAnulty, D., Gresham, F., Veltia, M., Moore, J., Bernard, B., Waggoner, C., & Lowell, R. (1986). Factor structure of the WAIS-R for an incarcerated population. Journal of Clinical Psychology, 42, 369 371. Fawcett, A. J., Nicolson, R. I., & Maclagan, F. (2001). Cerebellar tests differentiate between groups of poor readers with and without IQ discrepancy. Journal of Learning Disabilities, 34, 119 135. Fedio, P., Cox, C. S., Neophytides, A., Canal-Frederick, G., & Chase, P. N. (1979). Neuropsychological profile of Huntington s disease: Patients and those at risk. In P. N. Chase, N. S. Wexler, & A. Barbeau (Eds.), Advances in neurology (Vol. 23). New York: Raven Press. Fedio, P., & Mirsky, A. F. (1969). Selective intellectual deficits in children with temporal lobe or centrencephalic epilepsy. Neuropsychologia, 7, 287 300. Feingold, A. (1950). A psychometric study of senescent twins. Unpublished doctoral dissertation, Columbia University. Feingold, A. (1982). The validity of the Information and Vocabulary subtests of the WAIS. Journal of Clinical Psychology, 38, 169 174. Feingold, A. (1983a). Extracting maximum validity from the WAIS. Journal of Clinical Psychology, 39, 994 997.
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