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…

Longitudinal data on the auditory forward and backward digit span (FDS and BDS) subtests of the Wechsler Intelligence Scale for Children (WISC) were obtained at five age levels (between 6 and 13), in samples of white and black children. Factor analysis and analysis of variance of the data were conducted to test 5 hypotheses, related to Jensen's…

Major visuospatial and verbal abilities were assessed for 197 10-year-olds in Hong Kong and 170 10-year-olds in the United Kingdom. The Hong Kong subjects resembled their Japanese counterparts in having high Searman's "g," exhibiting abstract reasoning ability, high spatial ability, high perceptual speed, and low word fluency. (SLD)

The project Adult Dyslexia and Attention Deficit Disorder in Finland (Project DyAdd) compares adults (n = 119, 18-55 years) with dyslexia, attention-deficit/hyperactivity disorder (ADHD), dyslexia together with ADHD (comorbid), and healthy controls with neuropsychological, psychophysical, and biological methods. The focus of this article is on the…

The scientific concept of intelligence has been heavily influenced by the technology of measurement. The variables which can be measured have been made the operational definition of intelligence. This approach differs from a deductive approach, in which a theory of cognition in general is used to derive the sorts of measurements that must be taken…

Based on the premise that the quality of domain-specific knowledge is the main determinant of expertise in that domain, an examination was made of the shift from considering general, domain-independent skills and procedures, in both cognitive psychology and artificial intelligence, to the study of the knowledge base. Empirical findings and…

The purpose of the study was to investigate the relationship between cognitive style and school learning among fifth-grade children. The findings indicated that cognitive styles are differentially related to school learning outcomes for both boys and girls after verbal and nonverbal intelligence have been taken into consideration. The results…

The effects and interactions of 3 variables on concept learning and retention were investigated: (1) method of stimulus presentation; (2) learning process; and (3) intellectual ability. One hundred and forty-four (144) 4th graders were divided into 4 groups, each of which was further subdivided into high, middle, and low intellectual ability…

The authors are emmersed in a comprehensive review of the literature on intellectual sex differences. This paper consists of the first progress report and the tentative hypotheses of the work completed so far. Discussion is initially concerned with verbal and spatial abilities. It is concluded that girls learn language earlier, and may continue to…

Group and individually administered measure of intelligence were related to laboratory based measures of human information processing on a group of college freshmen. Among other results, high IQ was related to right hemisphere efficiency in processing non-linguistic stimuli. (Author/JKS)

Racial and social class factors as a determinant of school achievement for minority group children are discussed with reference to the many empirical studies in this area. (Author/AM)

Notes that preschool compensatory education has not resulted in any appreciable, durable gains in I.Q. or scholastic achievement. Posits that compensatory programs remedied deficiencies in knowledge but not in cognitive processes. Suggests further research into the nature of intelligence and its malleability. (PGD)

The hypothesis that racial differences in IQ stem from differences in components of executive systems including knowledge base, control processes, and metacognition was investigated. Group differences in metamemory, strategy use, and general knowledge, but not perceptual efficiency, were observed. Metamemory predicted crystallized but not fluid…

Explores the generality of findings relating intelligence to Inspection Time (IT), the exposure necessary to judge which of two lines is longer, in two studies using normal children and mentally retarded adults. Results showed the relationship between IT and performance IQ was lower in the mentally retarded group. (JAC)

Children aged 6 to 13 years were given verbal and nonverbal fluency tasks and block design subtests of the Wechsler Intelligence Scale for Children-Revised. Results, providing normative data, showed that fluency tasks are age-, but not sex-dependent, and are modestly correlated to one another. (Author/CM)