Test‐retest reliability data gathered from 79 sources (34 separate studies) were analyzed by a multiple‐regression method in an attempt to estimate the effects of several factors on the temporal stability of individually tested intelligence. Five intelligence tests were examined: the Standford‐Binet (except the fourth edition), the WISC, the WISC‐R, the WAIS, and the WAIS‐R. Samples encompassed a wide range of subjects divergent on status, age, and sample size. Subject age and status, gender, and test‐retest interval were evaluated, and age and interval were found to be significant predictors of reliability. Subject sex and specific instrument were not found to have a significant effect on reliability. A summary table provides expected reliability coefficients, standard error, and percent of persons with IQ change in excess of 15 points, tabulated for combinations of each of the two predictors.

The purpose of this study was to examine the developmental sequence of body part identification in very young children, 11 to 25 months of age. In the first part of the study, 113 children, divided into five age groups (12-month-olds, 15-month-olds, 18-month-olds, 21-month-olds, and 24-month-olds), were asked to point to 20 body parts on a doll. The results indicated a positive correlation between number of parts correctly identified and increasing age. No sex differences or Sex X Age interactions were found. In the second part of the study, the difference between pointing to body parts on the self and pointing to body parts on a doll was examined in two groups of 2-year-olds. The results indicated no significant difference between the ability to point to body parts on a doll and the ability to point to body parts on the self. Factors that may contribute to the development of body part identification in 1- to 2-year-olds and the sequence in which body parts are learned are discussed. The results help provide diagnostic criteria for children with suspected delays in cognitive, language, or body scheme development.

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