Little is known about the academic processing speed (i.e., rapid automatic naming and academic fluency) of children and adolescents with emotional and behavioral disorders (EBD) served in public school settings. A cross-sectional design was used to investigate the (a) percentage of K-12 students with EBD served in public school settings with…

To examine whether or not retarded individuals have the same structure of intelligence as normal IQ individuals, test scores from the Wechsler Intelligence Scale for Children-Revised (WISC-R), Reitan's Trail Making Test (TMT), and Beery's Developmental Test of Visual Motor Integration (VMI) for both a mildly retarded and normal IQ population of…

A study of 86 children (ages 5-16) investigated the relationship between age, IQ, and preferences for novelty. Children with higher IQs spent significantly more time responding to novel items than lower-IQ children. Older children with high IQs showed the most interest in novel items. (CR)

The issue of defining learning disability is considered. Important recent trends in research are reviewed with regard to: intellectual skills, academic retardation, neurological and behavioral dysfunction, and cognitive and interactive processes. Current intervention methods are also briefly described. Available from: Journal of Pediatrics, C.V.…

The purpose of this study was to replicate previous factor analytical studies of the Wechsler Intelligence Scale for Children-Revised (WISC-R) employing children identified as gifted. However, rather than using the IQ criterion, a child's 11 WISC-R subtest scores were included in the analysis. Subsamples of gifted (as classified by local school…

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)

A study compared the implicit learning of 58 children (ages 7-14) with mental retardation and 53 controls (ages 3-8). Individuals with mental retardation modified their behavior after an implicit training procedure similar to the controls. The effect of implicit learning did not vary as a function of IQ or age. (Contains references.) (Author/CR)

The British Ability Scales (BAS), published in 1979 (after a national standardization on a representative sample of British children), were revised and republished in January 1983. The BAS is an individually administered cognitive test battery for children aged between 3 and 17 years. It has considerable breadth of test content and provides a…

This study investigated the utility of central auditory processing disorder (CAPD) assessments in 70 children being evaluated for learning and attention problems, by assessing their relationship to auditory-based neuropsychological tests with varying degrees of attentional, linguistic, and cognitive complexity. Students were given several tests to…

This book presents successful classroom practices for teaching thinking skills with children and adolescents. An introduction discusses the basic importance of cognitive processes to academic success and the importance of thinking skills programs for all students. Four fundamental concepts that underlie recent changes in curriculum and…

Human cognition research is shifting away from the importance of IQ and is emphasizing the stimulation and acceleration of a child's mental development. The emerging field of instructional psychology is trying to facilitate cognitive development. Current experimental programs--a university-school project in Belgium and a family project in…

Reflections on past and future uses of intelligence tests are presented. Three current approaches to intelligence tests are described: (1) neural efficiency, which relates the speed or quality of functioning of the neural system to test results; (2) information processing--cognitive micro-processes used in solving test items; and (3)…

Recent theorists have begun to re-conceptualize the construct of "intelligence." This paper reviews recent theories of intelligence and indicates implications for practitioners, educators, and individuals. Theories and theorists discussed include the following: (1) Robert Sternberg has advanced the "triarchic theory" of…