Structural equation modeling (SEM) was used to examine the development of intellectual functioning in 145 school-age pairs of siblings. Each pair included one child with Fragile X syndrome (FXS) and one unaffected sibling. All pairs of children were evaluated on the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) at time 1 and 80…

Aims: Our aim was to examine intellectual development in children with congenital hemiplegia from early childhood to adolescence. Method: Full-scale IQ (FIQ), Verbal IQ (VIQ), and Performance IQ (PIQ) scores were measured in 32 participants (19 males, 13 females) with congenital hemiplegia at mean ages of 4 years 6 months (SD 7mo; 31…

The paper describes ways in which tools, or aids, can promote the interaction of mentally retarded persons with their environment. A classification of these aids is proposed according to psychological characteristics (such as senses, intelligence, knowledge, decision making, and action) as well as types of interaction (such as comprehension,…

This booklet is intended to help teachers and prospective teachers of mentally retarded students to understand the ways in which intellect affects the understanding of reality. Its recommendations are based on G. Kylen's theory of the intellect and J. Piaget's theory of intellectual development. The initial section describes the function and…

Scores of 20 court-identified and 20 school-identified violent and assaultive youth were compared on the Revised Wechsler Intelligence Scale for Children and the Peabody Individual Achievement Test. The possibility that court-identified violent and assaultive youth have more severe cognitive deficits that contribute to their excessively aggressive…

Reviewed are normal-retarded comparisons in motor development, the relationship between motor and intellectual ability, and the effects of physical training upon motor performance and IQ. (KW)

THE OBJECTIVE WAS TO TEST TWO HYPOTHESES--(1) DAY CLASS TRAINING WOULD PRODUCE DESIRABLE CHANGES IN THE BEHAVIOR OF THE TRAINABLE MENTALLY RETARDED CHILDREN OVER AND ABOVE THOSE WHICH RESULT WHEN THE CHILD REMAINS AT HOME AND HAS NO TRAINING IN A SCHOOL SETTING, AND (2) SCHOOL PLACEMENT OF SUCH CHILDREN WOULD PRODUCE DESIRABLE CHANGES IN THE HOME…

Based on a paper given at a meeting of the Mental Deficiency Section of the Royal College of Psychiatrists in June, 1977, the article discusses the effects of lead exposure on the behavior and intellectual development of young children. (Author)

Forty-seven infants at-risk for mental retardation were divided into a group that received early day-care intervention and a matched control group that did not. (Author)

Examines the question of whether environmental factors restrict only the capacity to perform the type of tasks schools require, or if they inhibit the general capacity to learn. (NH)

Studies comparing the strengths and weaknesses of intellectually retarded and superior groups are reviewed, with particular attention given to studies in which these extreme groups were matched with each other on mental age. (Author)

This guide describes, from the perspecitve of J. Piaget's theories, the nature of intellectual handicaps and their significance for cognitive development, personality development, and interaction with the environment. A description of intellectual capacity and intellectual development is followed by an analysis of the role of intellectual capacity…