Five measures of intellectual level (IQ, MA, teachers' estimates of intelligence, level of object permanence, and representation of causality) were correlated with effectance variables and with each other for 42 quadraplegics (one to 12 years). Results reveal some relationship between intellectual level and effectance, although cognitive ability…

Recent literature suggests a causal link between malnutrition and impaired cognitive development. A selective literature review indicates that the presence or absence of such a link cannot be established. A reanalysis of an experiment indicated after four years of treatment there was no association between cognitive and nutritional status.…

A brief review of these tests is provided, and it is concluded that the procedures possess a number of characteristics that make the evaluation of change in intelligence a tenuous proposition. (Author)

This special issue is devoted to the cultural-historical school of thought about mental development based on the work of Lev Vygotsky. The research of Vygotsky addressed the sociocultural basis of higher-level cognitive functions, and ascribed an influential role to human speech and other mediational tools in originating changes in cognition and…

Reports a study of the correlation between intellectual development and students' understanding of scientific concepts and science processes. Results are reported concerning the reliability and validity of Piagetian or Piagetian-like tasks as measures of students' level of formal reasoning. (Author/SA)

The relative effects of chronological age, mental age, IQ or Piagetian task performance were investigated among 143 Ss of high, average, and low IQ. Two kinds of group comparisons were made on fifteen tasks: (1) groups of the same chronological age, but different mental age and IQ, and (2) groups of the same mental age, but different chronological…

This is the second report on intellectual development of children 6-11 years of age in the noninstitutionalized population of the United States as estimated from the Vocabular and Block Design Subtest data of the Wechsler Intelligence Scale for Children (WISC) obtained in the Health Examination Survey of 1963-65. It contains findings by selected…

Mothers were asked to predict their children's responses to standardized intelligence test items. Negative correlation was expected between inaccurate maternal knowledge of children's ability and degree of children's psychological development. False maternal predictions correlated - .80 with correct children's responses. Nearly all of the…

In this study, the relationship between a refined measure of the learning environment of the home and the levels and profiles of a set of mental ability scores of children from five Canadian ethnic groups was examined. Significant group differences persisted in the verbal, number, and reasoning scores. (Author/JMB)

Whether "psychometric" and "Piagetian" kinds of intelligence are similar is a question of whether they have similar courses of development with age. When using factor analysis to address this issue, age effects must be eliminated in order to assess relations among measured constructs. Reanalyses of previous results were…

Contents of this symposium comprises: Introduction (W. B. Dockrell); The Genetics of Intelligence (Sir C. Burt); Structuring Mental Acts (P. R. Merrifield); A "Piagetian" Test of Cognitive Development (R. D. Tuddenham); The British Intelligence Scale (R. W. Warburton); Intelligence (P. E. Vernon); Hierarchical Theories of Mental Ability…

From the monthly Saturday Review supplement, "Education in America, sponsored by the Charles F. Kettering Foundation.

Intelligence is here defined in terms of component processes, and three programs are reviewed that train aspects of intelligence as specified by this theory: Feuerstein's "Instrumental Enrichment," Lipman's "Philosophy for Children," and the "Chicago Mastery Learning" program. Central suggestions are provided for…

A study comparing the effect of the Distar reading program and the Lippincott Basic Readers on the cognitive and creative development of 136 kindergarten and first grade children. The major difference between these two approaches is degree of teacher control. Only one significant difference was found between the two approaches. (MS)

Two studies examined modifiability in intellectual functioning in older adults. The fluid-crystallized theory provided a theory base for the research. (Fluid intelligence follows a normative decline through adulthood, while crystallized intelligence remains stable or even increases.) In the first study thirty subjects (average age 69.2)…