In two situations various comparisons were performed among the Peabody Picture Vocabulary Test (PPVT) and Raven's Coloured Progressive Matrices (RCPM) scores of 11 girls and 11 boys of preschool age (Study 1) and of 11 nonproblem and 11 behavior problem preschool children (Study 2). A possible sex difference was found: girls did obtain a significant correlation between the PPVT raw (or non-age-corrected) scores and the RCPM, whereas boys did not. Age and RCPM scores were significantly correlated (Study 1), but age and PPVT IQ scores were not. Thus, it appeared that scores on a measure of the spatial ability involved in the RCPM do increase progressively with age, although they are not related to the skills measured by the PPVT. In Study 2 a trend toward higher correlations was found between the RCPM and the PPVT scores for the nonproblem as compared to the problem children.

A structured model is presented for brief training and evaluation of role-raking skills in young children. Using a within-subjects design, 16 emorionally disturbed boys ( M = 6-7 yr.) received brief training in role-taking and discussion with one story in the first condition and discussion only of another story in a second condition. N o differences between conditions were found in subjects' recall, number of affective words used, and amount of eye movement. T h e use of this model in a control-group design, with separate groups of children receiving role-taking and discussion conditions, is suggested, and the importance of using a structured technique in role-taking training is emphasized.

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