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Gonzalez, Virginia – Educational Horizons, 1996
Recent research demonstrates that intelligence is much more complex than can be measured by standardized tests. External sociocultural factors influence the development of intelligence, and a distinction should be made between potential for learning and actual learning. (SK)
Descriptors: Construct Validity, Intellectual Development, Intelligence, Intelligence Quotient

Elkind, David – Intelligence, 1981
The question of how to integrate developmental (Piagetian) and psychometric conceptions and assessments of intelligence is considered. A solution which incorporates the contributions of each position--intelligence as forms and as traits--is offered. Premises and objectives of each tradition are reviewed and compared. Overlaps make synthesis…
Descriptors: Cognitive Measurement, Developmental Stages, Developmental Tasks, Intellectual Development

McCall, Robert B. – Intelligence, 1981
Studies reporting predictions from assessments of infant recognition memory to later developmental performance and IQ are critiqued. Inelegancies in design, procedure, and analyses are noted. While this approach may have potential, its utility for practical or clinical purposes is still not demonstrated. (Author/RD)
Descriptors: Developmental Psychology, Infants, Intellectual Development, Intelligence

Berninger, Virginia W.; Yates, Cheryl M. – Roeper Review, 1993
This article reviews Piagetian theory on formal operational thought, the relationship of psychometric intelligence and formal operational thought, the development of formal operational thought in gifted children, problems encountered with Piagetian theory and attempts to modify it, and implications of the post-Piagetian perspective for education…
Descriptors: Cognitive Development, Developmental Psychology, Elementary Secondary Education, Formal Operations

Ramey, Craig T.; Haskins, Ron – Intelligence, 1981
In this response to the critiques by Jensen and McVicker Hunt, we focus on the meaning of g, the permanence of effects produced by early education, and the educational significance of IQ gains produced by early education programs. New longitudinal data from our study presented. (Author/RD)
Descriptors: Developmental Programs, Early Experience, Educationally Disadvantaged, Followup Studies

Edelman, Steve – Measurement and Evaluation in Counseling and Development, 1996
The third edition of the Wechsler Intelligence Scale for Children (WISC-III) is reviewed. A comparison of the WISC-III with the Weschler Intelligence Scale for Children-Revised (WISC-R) is included. Discusses shortcomings of the WISC-III while noting that overall, there are substantial improvements in the WISC-III over the WISC-R. (KW)
Descriptors: Ability Identification, Aptitude Tests, Children, Comparative Analysis

Hunt, J. McVicker – Intelligence, 1981
Ramey and Haskins report two findings of major importance: absence of decline in test scores and absence of mother-child correlation for treated children. Implications of these findings are discussed. (Author)
Descriptors: Early Experience, Educationally Disadvantaged, Heredity, Intellectual Development

Ceci, Stephen J. – Developmental Psychology, 1991
Reviews the literature on the relationship between schooling, IQ, and the cognitive processes presumed to underpin IQ. The data suggest the importance of quantity of schooling for IQ. Schooling fosters the development of cognitive processes that underpin performance on IQ tests. This development is unrelated to the quality of schools. (BC)
Descriptors: Achievement Tests, Adolescents, Attendance, Children

Sternberg, Robert J.; Grigorenko, Elena L.; Bundy, Donald A. – Merrill-Palmer Quarterly, 2001
Reviews findings on the predictive validity of psychometric tests of intelligence. Concludes that conventional tests of intelligence can be useful but only if they are interpreted very carefully, taking into account the factors that can affect them, and in conjunction with other measures. (Author)
Descriptors: Aptitude Tests, Children, Cognitive Ability, Early Childhood Education
Rowe, David C.; And Others – Advances in Applied Developmental Psychology, 1996
The research described in this article addressed the question of why siblings commonly have different developmental outcomes despite their common beginnings. The studies analyzed behavioral development, especially through examination of deviant behaviors and intellectual development, by tracing siblings' different life histories. The work is based…
Descriptors: Adolescents, Adult Development, Context Effect, Delinquency