The percentage of variance in achievement accounted for by IQ greatly decreased as the subgroups became more removed from the mean IQ for the sample. Results suggest that definition and placement decisions based on IQ be reconsidered for populations whose mean IQ is substantially above or below the average IQ. (DB)

Fifty previously institutionalized educable retarded adults were retested approximately 3 years after discharge to ascertain if community living produced a change in IQ or academic achievement, measured by the WAIS and Metropolitan Achievement Battery. (Author)

This book is organized in nine parts, as follows. Part I, "Preface," includes an account of how the author went from the rather esoteric research on theoretical problems in serial rote learning to research on the inheritance of mental abilities and its implications for education. Part II, "How Much Can We Boost IQ and Scholastic Achievement?," is…

The effectiveness of the special school, special class, and regular class in the education of low IQ (49 to 70) and high IQ (71 to 85) educable mentally retarded pupils (n=120) (all between the ages of 7 and 12 years) was investigated. Effectiveness was determined by academic achievement, self concept, and social adjustment within school settings…

Examines differences between 45 learning disabled, mentally retarded, and Title I elementary students on intelligence, academic achievement, and behavior measures. Indicates that such students perform similarly on academic achievement and behavior measures. Learning disabled and Title I students were similar on an intelligence measure; mentally…

To determine whether children with below average intelligence who are motivation oriented (MO) are different in school achievement from those who are oriented toward hygiene (HO), 72 children (ages 12 to 17, IQ's 50 to 89) subjects were divided into four groups of 18 by intelligence and by orientation as determined by the Choice-Motivator Scale:…