Children were tested on the WPPSI and Stanford-Binet and after three years they were tested on the WISC. Results indicate that the WISC scores were significantly higher than the two other tests. The results of the various subtests of the three tests are compared and discussed. (SE)

Characterizes intelligence in terms of learning processes and uses the concepts and methods of other disciplines to understand how the conditions responsible for the development of its constituent processes and the manner of their organization lead to variations in effectiveness of intellectual functioning. (Author/JM)

Examined 114 pairs of same-sex infant twins and their parents to investigate infant predictors of adult IQ. Found that some measures of infants' information processing, language ability, and temperament predicted the average IQ of infants' parents. Results support the view that some stability in certain types of intellectual functioning from…

Jensen (1985) caused us to reexamine earlier findings. After correcting perceptual efficiency and executive systems measures for unreliability, original conclusions remain tenable. Control processes are factors in understanding race-related differences in intelligence. We do not deny the association of "speediness" but argue for a multidimensional…

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)

The ability of 248 older adults to improve their performance on fluid intelligence tests, with or without tutor-guided instruction in cognitive skills, was studied using multidimensional longitudinal structural equation models. Results suggest considerable plasticity in adult intellectual function and the capacity to improve performance. (SLD)

This illustrated booklet describes research procedures in the Infant Laboratory of the Educational Testing Service to investigate measurable factors in infant behavior which can predict intellectual potential. The research is currently focusing on attending, the manner in which infants respond to various stimuli presented to them during their…

BECAUSE TEACHERS NEED RESOURCES BOTH TO ASSESS AND TO DEVELOP INTELLECTUAL SKILLS IN YOUNG CHILDREN, THE NEW YORK CITY BOARD OF EDUCATION AND THE EDUCATIONAL TESTING SERVICE UNDERTOOK A PROJECT IN THE FIRST GRADES OF 25 ELEMENTARY SCHOOLS DURING THE 1964-1965 SCHOOL YEAR. FOUR ASSUMPTIONS FORMED THE THEORETICAL BASE OF THE PROJECT--(1)…

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…

THE MAJOR PURPOSE OF THIS RESEARCH WAS TO DETERMINE WHETHER TRAINING IN SPECIFIC COGNITIVE PROCESSES IS EFFECTIVE IN INCREASING THE COGNITIVE FUNCTIONING OF RETARDED CHILDREN. IN PHASE I OF THE PROJECT, 51 EDUCABLE RETARDED AND 18 NORMAL SUBJECTS RECEIVED A 20-DAY PROGRAM IN SIMILARITIES-DIFFERENCES CONCEPT FORMATION AND WERE COMPARED WITH 42…

The cognitive determinants of number analogy performance were studied by systematically manipulating the processing demands imposed by the items. To explore sources of developmental differences in analogical reasoning, subjects were included from two age levels, grades 4 and 5 and college. To allow the investigation of individual differences in…

It was hypothesized that there are significant differences in intellectual patterns between black and white populations which can be demonstrated on the Wechsler Adult Intelligence Scale (WAIS). A one-way analysis of variance was performed on the subjects' scores on the WAIS subtests and the Verbal, Peformance and Full Scale IQ using the ethnic…

A review of Piaget's theory and research on children's cognitive development is presented, including a discussion of the psychological structures of intelligence, developmental constructivism, and the evolution of knowledge as a subject-object relation. Piaget's assessment techniques are summarized, including moral development, number…