The efficacy of the visual retention test as a group-administered instrument for young children

Group and individual administrations of the Revised Visual Retention Test (Benton, 1953) with primary grades children, matched on chronological age and IQ were demonstrated to be comparable. Form C of the VRT was used for memory and copy administrations together with a multiple choice version. Memory and multiple choice were counterbalanced within both treatment conditions. Analysis of CA and IQ demonstrated the matching procedure was effective. No significant difference was obtained between treatments on memory, copy, or multiple choice. The group testing procedure appears to provide a valid technique for screening intact classrooms for visual perception, memory, and constructive deficits. Further research with the various forms and administrations is suggested to determine educational correlates of VRT performance.