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.