The standardization data for the California Verbal Learning Test–Children's Version (CVLT–C) were used to evaluate statistically significant discrepancies between key quantitative variables of this instrument, as well as the base rate of specific discrepancies. The results indicated that apparently large discrepancies between the respective standard scores were actually fairly common. However, for 3 of the 4 contrasts, discrepancies that equaled or exceeded 1.5 z-score points in the hypothesized direction were sufficiently unusual to be considered clinically significant. For a 4th contrast, discrepancies that equaled or exceeded 1 z-score point in the hypothesized direction appeared to meet this criterion. It is suggested that the interpretation of clinically obtained CVLT–C profiles should focus primarily on specific quantitative variables, with inclusion of consideration of the presented base rates of discrepancies between the respective z scores. (JINS, 1999, 5, 26–31.)

Standardization data for the Children's Category Test (CCT) and California Verbal Learning Test–Children's Version (CVLT–C) were used to evaluate covariances and statistically significant discrepancies between the T scores of those instruments, as well as the base rate of specific discrepancies. The results indicate that the CCT and CVLT–C share only a limited amount of common variance and that statistically significant discrepancies between the respective T scores are actually quite common. It is suggested that evaluation of the potential clinical significance of a discrepancy between the obtained results of these two instruments in individual cases should include consideration of the presented base rates. (JINS, 1998, 4, 242–246.)