Investigated the relation between infant expectations and reaction time (RT) at age 3 months, and Childhood IQ and RT at 4 years. Found that visual RT and manual RT in childhood correlated only marginally. Data suggested stability in RT between early infancy and childhood, or predictability of childhood IQ by infant RT and anticipation during…

Standardized tests which measure a narrow span of intelligence unfairly penalize students whose strengths don't fall within that range. Three kinds of intelligence (analytical, creative, practical) are discussed. Sternberg's Triarchic Abilities Test, currently being test-piloted, assesses all three aspects of intelligence in contrast to current…

Intelligence-related differences in perceptual processing in a global/local task were studied for 19 mentally retarded high school students and 19 nonretarded college students. Both groups processed global information faster than local information, and local naming practice caused increases in local processing time. (SLD)

Considers the unique cognitive and intellectual factors that influence the learning and education of older adults. Reviews research on patterns of intellectual and cognitive aging and the implications of patterns in attention, memory, information retrieval, and tolerance for interference in the development of cognitive training programs for older…

Two experiments compared recognition memory of 85 nonretarded and 85 mildly mentally retarded adolescents immediately and 1 week after presentation of word stimuli of semantic incidental, nonsemantic incidental, or intentional orienting instructions. Results suggest similar processing in mildly retarded and nonretarded persons, with longer…

A study of simple reaction time (SRT) and choice reaction time (CRT) in 71 Chicano adolescents suggests that Hick's model is appropriate for studying cognitive information processing in Chicanos. No age or sex differences were found for SRT or CRT, although there were some differences in SRT by family income level. (KS)

A study of 62 children (ages 7 to 12) with attention-deficit hyperactivity disorder (ADHD) and 62 controls found that behavioral variables established robust, statistically significant differences between groups. Children with ADHD also scored worse on 31 out of 61 neuropsychological variables, but obtained better scores on WISC-R Comprehension…

Explores a new educational application of Piaget's theories of cognitive development: the use, as a teaching tool, of physical robots conceived as artificial organisms. Reviews educational projects using real robots. Shows that the use of intelligent systems to enlarge the view of biological reality could become an integral part of curricula in…

The relative roles of general cognitive ability, speed and efficiency of elemental cognitive processing, and oral reading fluency in the prediction of reading comprehension are examined using multiple regression. The construct validity of the curriculum-based approach to measurement of reading comprehension is supported. Reliability is assessed…

Redefines "Jensenism" in terms of the personal qualities and beliefs that have made Jensen a researcher of note, including tackling controversial topics with empiricism. Illustrates these aspects of "Jensenism" by recounting personal experiences with Jensen and his research. (SLD)

In addition to establishing the relationship between reaction time (RT) and intelligence, Jensen has explored the role of intraindividual variability and its genetic basis. Jensen's theories blend facts from behavioral research on RT with neurological events. (Author/SLD)

Presents an interview with Jeff Hawkins, creator of the Palm Pilot technology. Hawkins discusses his interest in neurobiology and how it has shaped and will shape the technology he designs. (WRM)

The independent contributions of ethnicity and socioeconomic status to intellectual and academic functioning in children with diabetes were studied with 58 diabetic children and 58 comparisons. Findings indicate that black children with diabetes, regardless of social class, are at greater risk for intellectual deficits and learning problems than…

Strategy use, recall, metamemory, and attributional beliefs were assessed in 31 students (age 10) with and 33 students without mild mental retardation over a 3-year period. Although both groups employed effective strategies and increased their strategy use over time, students without mental retardation were more strategic. Attribution beliefs and…

Forty children (ages 7-11) referred for evaluation of learning problems, who had normal scores on measures of academic achievement, were compared to 81 similarly referred children who had scored low. Children with normal achievement scores had higher IQs and better decoding skills, however, the two groups showed similar neuropsychological…