The debate over whether intelligence is largely fixed or malleable is not over. What is most exciting, however, is the research from social psychology, developmental psychology, cognitive psychology, and neuroscience that is highlighting just how malleable intelligence is. Differences in achievement among racial, ethnic, or gender groups have…

Background: Children with learning disabilities are identified by their severe learning problems and their deficient school achievement. On the other hand, children with sub-average school achievement "and" sub-average intellectual development are thought to suffer from a general intellectual delay rather than from specific learning disabilities.…

Explores the development of intelligence from different perspectives, each of which is relevant for researchers and practitioners interested in children's school performance. Provides information from basic research to better inform prevention and intervention efforts for improving children's school grades and behaviors. (Author/MKA)

This study compares a sample of student political activists at the University of Minnesota with the general student population of which they are a part. (Author)

By analyzing analogy questions, supports the notion that ability tests can predict school achievement because the two types of testing are very similar. (DW)

The effect of 1 or 2 year special class placement on academic achievement and intellectual functioning of 28 learning disabled children (8 to 11 years old) was investigated. The number of years in a self-contained class significantly affected arithmetic achievement. (Author)

Review of research on the academic performance and intellectual ability of adult college students provides evidence to reject two common stereotypes of adult students: (1) that they lack basic skills for effective studying, and (2) that they are impaired in studying by intellectual deficits associated with the normal process of aging. (MSE)

Women who won National Merit Scholarships during the years 1956 through 1960 were followed up in 1965 to determine their marriage and/or career plans. Each of the 883 women was classified into one of five groups: (1) marriage only, (2) marriage with deferred career, (3) marriage with immediate career, (4) career only, and (5) uncertain. The…

Assesses the complementary ability of childhood intelligence and learning-related behavior to explain variation in achievement outcomes. Results reveal substantial proportions of assigned grade variance explained primarily by learning behavior and achievement test score explained by intelligence. Implications for educational assessment and…

RELATIONSHIPS BETWEEN CERTAIN INTELLECTUAL PROCESSES AND ACHIEVEMENT OF INSTRUCTIONAL OBJECTIVES FOR SELECTED MATHEMATICS TOPICS TAUGHT IN THE HIGHER ELEMENTARY GRADES WERE EXAMINED. INSTRUMENTS WERE CHOSEN TO ASSESS MATHEMATICS ACHIEVEMENT AND INTELLECTUAL PROCESSES. THESE WERE ADMINISTERED BY CLASSROOM TEACHERS TO 765 STUDENTS IN THE FOURTH,…

Cognitive ability of nondiabetic children and early and late onset diabetic children was compared. Diabetic children scored in the normal range in intelligence and academic performance, but showed evidence of school difficulties and memory deficiencies. Children's perceived self-competence and parents' reports of children's functioning and…

Researchers have concluded that the continued debate over the heredity-environment issue concerning the nature of intelligence is nonproductive. Recent evidence demonstrates that intellectual abilities can be improved with practice. Heredity may determine upper limits of abilities within individuals, but there is considerable room left for…

This is the third in a four-book series describing 16 types of intelligent behavior called habits of mind. It considers how to assess and report student progress in using the habits of mind, maintaining that a critical attribute of intelligence is not only having information but also knowing how to act on it. After the "Series Foreword:…

Provides evidence to support the conclusion that relationships exist among Piagetian levels of intellectual development, intelligence quotient, content achievement, and inquiry skills in ninth and tenth grade biology students (N=92). (DS)

THE RELATIONSHIP OF MOVEMENT RESPONSES TO LEARNING ACHIEVEMENT WERE INVESTIGATED (1) TO IDENTIFY FACTORS CLAIMED TO MEASURE MOTOR APTITUDE AND INTELLECTUAL ACHIEVEMENT IN PRE-ADOLESCENTS, (2) TO DEVELOP MOTOR APTITUDE TEST BATTERIES FOR PREDICTING INTELLECTUAL ACHIEVEMENT, (3) TO STUDY RELATIONSHIPS OF COORDINATION AND BALANCE TEST ITEMS IN…