Though the most widely used "Intelligence" tests have changed little in the last half century, the author predicts a variety of new influences of future intelligence testing, ranging from the ways we conceptualize intelligence, to the manner in which we pose problems to assess it. (Author/JAZ)

Standardized intelligence quotient tests should be supplemented and/or replaced by new tests that (1) emphasize the consequentiality of test material and speed selection rather than speed, (2) minimize demands on prior knowledge and test anxiety, and (3) measure intelligence according to three general classes: problem-solving ability, verbal…

Intelligence can be best understood through the study of nonentrenched, i.e., novel, kinds of tasks. Such tasks require subjects to use concepts or form strategies that differ in kind from those to which they are accustomed. The only partial success of the cognitive-correlates and cognitive-components approaches to intelligence that are in…

Bad intelligence tests seem as inevitable as death and taxes. However, new theories of intelligence are resulting in some promising developments. Thirteen approaches to the measurement of intelligence are described, divided into the following categories: classical psychometric; developmental; culture-sensitive; cognitive; biological; and systems.…

This three-part report discusses the concept of intelligence and its importance for educators. Part 1 considers the basic question of what intelligence is. Part 2 discusses the implications of notions of intelligence for schooling, dealing with both the training of content knowledge and the training of intellectual skills. Each of these first two…