Jerome Sattler

Q: What Schools Are Affiliated With Jerome Sattler

Jerome Sattler is affiliated with the following schools: City College of New York, San Diego State University, University of Kansas, University of North Dakota

Jerome Sattler's AcademicInfluence.com Rankings

Jerome Sattler

Psychology

#2327

World Rank

#2709

Historical Rank

#1147

USA Rank

Educational Psychology

#103

World Rank

#112

Historical Rank

#43

USA Rank

psychology Degrees

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Psychology

Why Is Jerome Sattler Influential?

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According to Wikipedia, Jerome Murray Sattler is an American clinical psychologist who is Professor Emeritus and adjunct professor of psychology at San Diego State University. He is known for his work regarding intelligence testing in children, including his role in developing the fourth edition of the Stanford-Binet Intelligence Scale in 1986, along with R. L. Thorndike and Elizabeth Hagan. He is also the author of the widely used school psychology textbook Assessment of Children. In 2022, he published Foundations of Behavioral, Social, and Clinical Assessment of Children, 7th edition.

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Jerome Sattler's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Assessment of Children (1992) (2091)
Assessment of Children: Cognitive Applications (2001) (883)
Assessment of children, 3rd ed. (1988) (881)
Assessment of Children's Intelligence and Special Abilities (1981) (758)
Assessment of children: Cognitive applications, 4th ed. (2001) (598)
Assessment of Children's Intelligence (1974) (487)
Assessment of Children: WISC-IV and WPPSI-III Supplement (2004) (432)
Assessment of Children: Behavioral and Clinical Applications (2001) (221)
Assessment of Children: Behavioral, Social, and Clinical Foundations (2006) (200)
Racial "experimenter effects" in experimentation, testing, interviewing, and psychotherapy. (1970) (176)
Age effects on Wechsler Adult Intelligence Scale-III subtests. (2000) (133)
Assessment of children: Behavioral and clinical applications, 4th ed. (2002) (124)
Clinical and Forensic Interviewing of Children and Families: Guidelines for the Mental Health, Education, Pediatric, and Child Maltreatment Fields (1997) (84)
Procedural, situational, and interpersonal variables in individual intelligence testing. (1967) (74)
Assessment of Children: Cognitive Applications. Fourth Edition. (2001) (68)
Personality variables affecting WAIS scores. (1971) (54)
Experimentation with smokeless tobacco and cigarettes by children and adolescents: relationship to beliefs, peer use, and parental use. (1987) (38)
Age effects on Wechsler Adult Intelligence Scale-Revised tests. (1982) (38)
ANALYSIS OF FUNCTIONS OF THE 1960 STANFORD-BINET INTELLIGENCE SCALE, FORM L-M. (1965) (37)
Hurricane Andrew: Psychological distress among shelter victims (1995) (27)
Halo effect in examiner scoring of intelligence test responses. (1970) (26)
White Examiners Generally Do Not Impede the Intelligence Test Performance of Black Children: To Debunk a Myth. (1982) (24)
Student's manual to accompany Assessment of children's intelligence and special abilities, second edition (1982) (23)
Parental estimates of children's receptive vocabulary (1985) (23)
Intelligence testing procedures as affected by expectancy and IQ (1970) (22)
Scoring difficulty of WAIS and WISC Comprehension, Similarities, and Vocabulary responses (1969) (21)
Performance of bilingual and monolingual Hispanic children on the Peabody Picture Vocabulary Test-Revised and the McCarthy Perceptual Performance Scale (1984) (18)
A longitudinal study of the WISC-R and WAIS-R with special education students (1984) (17)
Statistical Reanalysis of Canady's “The Effect of ‘Rapport’ on the I. Q.: A New Approach to the Problem of Racial Psychology” (1966) (17)
Embarrassment and blushing: a theoretical review. (1966) (16)
Assessment of Child Intelligence (1988) (16)
Relationship between WISC-R and WRAT in children referred for learning difficulties (1981) (16)
A Review of Intelligence Test Modifications Used with Cerebral Palsied and Other Handicapped Groups (1970) (14)
Ethnicity, socioeconomic status, and pattern of WISC scores as variables that affect psychologists' estimates of "effective intelligence". (1976) (14)
Effects of cues and examiner influence on two Wechsler subtests. (1969) (13)
Motor and Cognitive Proficiency of Learning Disabled and Normal Children. (1979) (11)
Counselor competence, interest and time perspective. (1964) (11)
Sex differences on purdue pegboard norms for children (1982) (11)
Learning-disabled children do not have a perceptual organization deficit: comments on Dean's WISC-R analysis. (1980) (10)
Scoring difficulty of the WPPSI geometric design subtest (1976) (10)
A THEORETICAL, DEVELOPMENTAL, AND CLINICAL INVESTIGATION OF EMBARRASSMENT. (1965) (10)
Future-time perspectives in alcoholics and normals. (1970) (8)
Item equivalence across scales: The WPPSI—R and WISC-III. (1993) (7)
Comparison of the slosson intelligence test, revised norms, and WISC‐R for children with learning problems and for gifted children (1986) (7)
Verbal Learning in Schizophrenics and Normals (1971) (7)
Ethnicity and Bender Visual Motor Gestalt Test Performance. (1982) (7)
Comments on Cieutat's “Examiner Differences with the Stanford-Binet IQ” (1966) (7)
Intelligence tests on trial: An “interview” with judges Robert F. Peckham and John F. Grady (1981) (6)
Examiner scoring of ambiguous WISC‐R responses (1978) (6)
A Longitudinal Study of the Stanford-Binet and WISC-R with Special Education Students. (1985) (6)
Generalized kappa coefficient: A Microsoft BASIC program (1984) (6)
Standard intelligence tests are valid instruments for measuring the intellectual potential of urban children: comments on pitfalls in the measurement of intelligence. (1979) (5)
Early recollections related to anxiety and introversion-extroversion. (1967) (5)
Relationship Between PPVT and WISC-R in Children with Reading Disabilities. (1980) (5)
Who Should Determine the Scoring of WISC Vocabulary Responses (1973) (4)
Examiners' scoring style, accuracy, ability and personality scores. (1973) (4)
The Peabody Picture Vocabulary Test, Stanford-Binet, and the Modified Stanford-Binet with Normal and Cerebral Palsied Preschool Children (1973) (4)
Forensic Interviewing of Children and Adolescents (2006) (4)
Scoring agreement on the Stanford-Binet. (1973) (4)
Comparison of 1965, 1976, and 1978 Norms for the Wide Range Achievement Test (1981) (3)
Validity and reliability of the Reporter's Test with normally achieving and learning disabled children. (1991) (3)
Performance of Bilingual Mexican-American Children on Spanish and English Versions of the Peabody Picture Vocabulary Test. (1980) (3)
The Relative Meaning of Embarrassment (1963) (3)
Identifying and classifying disturbed children in the schools: Implications of DSM-III for school psychology. (1983) (3)
Scoring discrepancies between the WISC‐R manual and two scoring guides (1977) (2)
Examiners' Race and Subjects' Responses to an Attitude Scale (1972) (2)
Comparison of Slosson Intelligence Test—Revised Norms and Peabody Picture Vocabulary Test—Revised with Black Headstart Children (1985) (2)
How good are federal judges in detecting differences in item difficulty on intellience tests for ethnic groups (1991) (2)
Normative Changes on the Wechsler Preschool and Primary Scale of Intelligence—Revised Animal Pegs Subtest (1991) (2)
SCHOOL-BASED ASSESSMENT RESEARCH IN FIVE NATIONS (1990) (1)
The Psychologist in Court: Personal Reflections of One Expert Witness in the Case of Larry P., et al. v. Wilson Riles, et al. (1982) (1)
Age Effects on WAIS-IV Subtests: (631092009-001) (2009) (1)
Intelligence Test Modifications on Handicapped and Nonhandicapped Children. Final Report. (1972) (1)
An hypothesis: the existential notion of intentional time as a dimension of psychological health. (1968) (1)
Scoring Difficulty of the McCarthy Scales of Children's Abilities. (1982) (1)
Comparison of California Test of Mental Maturity and WISC‐R IQs among children suspected of being EMR or LD (1985) (1)
Verbal Conditioning of Common Associations and Need for Approval. (1971) (1)
Intelligence Test Modifications on Handicapped and Nonhandicapped Children. Supplement to Final Report. (1972) (0)
Examiner Scoring of Three Subtests of the McCarthy Scales of Children's Abilities. (1979) (0)
Learning-Disabled Children Do Not Have a Perceptual Organization Deficit: Comments on Dean's WISC-R Analysis and a Reply to Sattler. (1980) (0)
Determining Areas of Strengths and Weaknesses on the Stanford-Binet. (1980) (0)
Exploratory Factor Analysis of the WAIS-IV: (631082009-001) (2009) (0)
The clinician maturing. (1962) (0)
Rorschach Popular, Word Association, and Social Desirability (1965) (0)
Cross-cultural testing—Mission impossible? (1975) (0)
The Psychoeducational use and Interpretation of the Wechsler Adult Intelligence Scale--Revised. (1986) (0)
Clinical and Psychoeducational Testing is Alive. (1981) (0)
The WISC-R Revisited. (1984) (0)
A difference of opinion on intelligence assessment. (1982) (0)
Counselor Competence, Interest, and Time Perspective: A Follow‐up Note1 (1967) (0)
Effects of Graduated Cues on Performance on Two Wechsler Subtests. Final Report. (1967) (0)
Time Estimation as a Function of Knowledge and Achievement (1965) (0)
Looking for Correlates of Minimal Brain Dysfunction. (1982) (0)
The sky isn't falling. (1983) (0)

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What Schools Are Affiliated With Jerome Sattler?

Jerome Sattler is affiliated with the following schools: