Increased frequency and higher magnitude of correlations for siblings and the stability over time of the correlations among the data for siblings underscore the possibility of a genetic basis for the similarity of intellectual functioning among siblings. (Author)

The purpose of this article is to disclose and comment upon some of the conceptual and empirical confusions that confront a revised concept of intelligence which sees intelligence as general skill(s) that can be directly taught rather than as a relatively fixed ability. Implications for teaching thinking skills are discussed. (IAH)

Mental test data cited by H. T. Epstein as supporting his theory that new concepts should be taught during periodic spurts in childhood intellectual development (at 3-10 months; and 2-4, 6-8, 10-12 or 13, and 14-16 or 17 years) are reanalyzed. It is found that the data do not substantiate Epstein's conclusions. (TJH)

Among a cross-sectional sample of pupils of both sexes in Britain evidence showed accelerations in intellectual development at 7 and 16 years of age. Acceleration at the younger age is a new finding. Age, verbal IQ, teacher's estimate, and social class were all significant predictors of intellectual development. (Author/IS)

Patterns of intellectual ability of Arab children aged 6 to 16 years were examined using the new Arab WISC-R. As in prior work, a distinct profile emerged: relative superiority in Verbal over Performance IQ's which diminished with age as a flat profile emerged in adolescence. An environmental explanation is offered. (Author/RD)

Assesses the complementary ability of childhood intelligence and learning-related behavior to explain variation in achievement outcomes. Results reveal substantial proportions of assigned grade variance explained primarily by learning behavior and achievement test score explained by intelligence. Implications for educational assessment and…

Confirmatory analyses on the Hong Kong Wechsler Intelligence Scale for Children (HK-WISC) provided support for composite score interpretation based on the two- and three-dimensional models across age levels. Test sample was comprised of 1,100 children, ranging in age from 5 to 15 years at all 11 age levels specified by the HK-WISC. (KW)

Raw scores on WISC-R subtests and the verbal, performance, and full scale IQ scales were correlated with age separately for White and Black males and females. The relationship between age and intelligence test performance was constant across race and sex and supports the construct validity of the WISC-R. (Author/RD)

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)

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…

Discusses visual literacy and its impact on school performance. Topics include rising scores on intelligence tests; the importance of visual literacy skills for university students; and implications for school practices related to technology, including teaching methods, teacher training, and equity issues. (LRW)

This paper reviews studies in which scores on Piagetian tests of logical thought were correlated with IQ, mental age (MA) and chronological age (CA), and examines the possible effects of the size of the age range and mean age of subjects on these correlations. The data included 44 groups of subjects obtained from 36 studies in which Piagetian and…

Bad intelligence tests seem as inevitable as death and taxes. However, new theories of intelligence are resulting in some promising developments. Thirteen approaches to the measurement of intelligence are described, divided into the following categories: classical psychometric; developmental; culture-sensitive; cognitive; biological; and systems.…

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…

Although the Intellectual Development (ID) index was constructed using standard psychometric procedures, the derivation of the other two indexes, Socio Intellectual Status (SIS) and Differential Intellectual Development (DID), by criterion scaling should have applications in diverse areas of scale or index construction. The ID is basically…