The law of intelligence is presented in test independent form. Mental abilities, physical brain size, and infant motor capacity follow the same law of growth from birth to adolescence. Mental growth is independent of race, "SES" or the Flynn effect. The vitality of the mental age scale calls for a reexamination of Wechsler's deviation IQ. This…

By analyzing analogy questions, supports the notion that ability tests can predict school achievement because the two types of testing are very similar. (DW)

This paper is an attempt to clarify the ambiguity surrounding the issue of adult creativeness. The significance and the limitations of the Genetic Epistemological paradigm in the conceptualization of adult inventiveness are discussed. A framework is suggested that provides an alternative for the study of adult creativeness from a…

Sleep patterns of elderly subjects (N=12) differed from young adult levels. When sleep variables were compared with individual changes in intellectual function measured across the seventh through 10th decades of life, a positive correlation was found between time in REM sleep and several longitudinal measures of mental functioning. (Author)

Discusses a study of reading comprehension of fourth grade students by an instrument constructed by the investigator and based upon Piaget's developmental construct of intelligence. (TO)

The author maintains that IQ is largely heredity and rejects compensatory programs as failures, suggesting other interesting avenues to close present social gaps. (Editor)

Describes two experiments on conservation of weight and volume based on Piaget's experiments. These experiments showed that some college students were unable to operate at the formal operations level. (PS)

Examined consistency of hand preference in a longitudinal study of children between 18 and 42 months of age. Results showed a sex-specific relationship between hand consistence and intellectual development. Females with consistency of handedness were precocious compared to females without such consistency; the same relationship did not hold for…

Presents a descriptive analogy comparing Piaget's theory of intellectual development to the development of athletic abilities in order to provide insight into Piagetian theory. (SL)

Howard Gardner's theory of multiple intelligences ignores certain assumptions about the nature, display, and development of intelligence. Instead of determining how many intelligences a child displays, educators must observe the kinds of activities and roles in which the child shows strength. Teachers should organize curricula around the child,…

Recent research demonstrates that intelligence is much more complex than can be measured by standardized tests. External sociocultural factors influence the development of intelligence, and a distinction should be made between potential for learning and actual learning. (SK)

Elementary school students (N=29) with a mean age of 7.96 years who were referred for gifted evaluation in an affluent suburban school district in Western Pennsylvania were administered the Kaufman Brief Intelligence Test and the WISC-III. Discusses findings, limitations and implications of the study. (KW)

Examined the origins of high general cognitive ability (g) in twins who were participating in the MacArthur Longitudinal Twin Study. Formed high g groups from the 19th percentile and above at each age. Results suggested increasing genetic influence and increasing genetic stability from 14 to 36 months and substantial genetic influences with…

The ideas and practices of two philosopher-educators and their implications for experiential education are surveyed. Earl Kelley holds that learning is not a matter of acquisition and acceptance, but a result of process and subject to continuous modification. He maintains that the educational system disregards and impedes the learner's purpose. He…

Characterizes intelligence in terms of learning processes and uses the concepts and methods of other disciplines to understand how the conditions responsible for the development of its constituent processes and the manner of their organization lead to variations in effectiveness of intellectual functioning. (Author/JM)