The purpose of this study was to develop a concise composite measure of mindset and intellectual development in order to inform pedagogical strategies to support students' intellectual growth. A development sample of undergraduate students (n = 295) completed the 37-item pilot Mindset and Intellectual Development Scale (MINDS). The dataset was…

This paper uses data from 4745 first-year accountancy students of a large South African university, for a 7-year period (2011-2017), to understand how certain skills endowments and individual attributes have changed in their contributions to student's performance over time. To do so, the variance associated with an external shock to the learning…

Distributed brain areas support intellectual abilities in adults. How structural maturation of these areas in childhood enables development of intelligence is not established. Neuroimaging can be used to monitor brain development, but studies to date have typically considered single imaging modalities. To explore the impact of structural brain…

Despite the research supporting acceleration, some teachers are still hesitant to recommend acceleration for advanced students. The Teacher Attitudes Toward Subject-Specific Acceleration (TATSSA) instrument was designed to uncover the factors that influence teacher decisions to recommend students for subject-specific acceleration. First, we…

The Snijders-Oomen Nonverbal Intelligence Test (SON) was administered to 251 deaf children (6-15 years old) and 101 hearing children (10-12 years old) in Israel. The SON was judged appropriate for measuring cognitive functioning in the deaf because it requires no verbal instructions or responses and includes a measure of abstract thinking ability.…

A reanalysis of a structural equation model of the development of intellectual abilities is presented. The original model emphasized four different constructs of intelligence; the reanalysis emphasized a general factor model. (Author/JKS)

A brief discussion of theories of general intelligence precedes a report of relevant empirical data. Results from the factor analysis of more than 20 sets of Wechsler Adult Intelligence Scale (WAIS) data indicate that the WAIS clearly is not a one-factor scale. It does not measure a single, general intelligence. Roughly 17 percent of the reliable…

This study tested 60 children, 5 to 8 years old, on a variety of mental, moral, social, creative and cognitive tasks to determine the interrelatedness of those variables and their relationships to the intellectual process of decentration. The subjects were observed while attending a summer program prior to entering grades one through three.…

This article presents three studies that were designed to map the dimensions involved in "g," with an emphasis of the place of self-awareness in it. The first study involved preschoolers from 3 to 7 years of age. These were examined in three domains (spatial, quantitative and categorical reasoning) with both actual tasks and tasks addressed to the…

Swedes in four different age groups (9, 12, 15 and 18 years) judged written words which varied in three dimensions: syntactic category, objective frequency, and polysemy (multiple meaning). The subjects judged ease of comprehension of 24 words in a factorial arrangement. The method used was Thurstone's paired comparisons. A predicted complex…

Review of the factor matrix indicated that Piagetian reasoning tasks involve abilities separate from those measured by standard tests of intelligence and achievement. (Authors)

This study describes the development of a common factor model for a cross-lagged difference involving a measure of aural comprehension and an intellectual composite. The direction of the difference was that the Listening Test predicted the composite more accurately than the composite predicted the Listening Test. (Author/CTM)

Ten metalinguistic tasks of intellectual development were studied in five- and six-year-old children using factor analysis. Results suggested that metalinguistic awareness can be viewed as developing in association with other intellectual activities, and that it can be conceived as a unitary construct. (55 references) (Author/CFM)

Analyzed and compared to other disability groups were patterns of intellectual functioning in 120 institutionalized boys 10- to 15-years-old. (CL)

AN INVESTIGATION AND EVALUATION OF TOTAL INFANT AND PRESCHOOL MENTAL TESTING SITUATIONS AND SOME CONCLUSIONS AS TO THE CURRENT NEEDS IN THIS AREA ARE PRESENTED. THESE APPROACHES ARE MADE TO THE PROBLEM. FIRST, THE THEORETICAL THINKING ON THE NATURE OF INTELLIGENCE AND HOW IT DEVELOPS IN CHILDREN IS TRACED. THERE HAS BEEN DISAGREEMENT OVER THE…