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 publication is composed of a collection of articles based on the ideas produced and presented at two conferences on productive thinking. Intended, overall, to introduce new concepts of intellectual abilities, the book is divided into four parts: Part I describes a considerable amount of the significant research in "Intelligence and Its…

The waste of human intellectual resources resulting from the dynamics of early nutritional deprivation is a serious social and public health problem. An undernourished child develops more slowly, demanding and receiving less attention than a well-nourished child, and is thus less able to compete in school and in society in general. (Author/GC)

Suggests intelligence tests are culture bound and as such miss many abilities particularly those of minority groups. (ST)

Article shows how intelligence, readiness and achievement tests can be put to work in the classroom-not only as diagnostic tools but as aids in prescribing cures for learning problems. (Author)

Text of an affidavit in the case, Kennedy v. Detroit Board of Education. Reports on a study which established that prenatal nutrition is directly related to brain size and volume determined at 48 hours of infancy and at eight months of age. Pinpoints the relationship between inadequate nutrition in pregnancy, infant brain size, and intellectual…

The human brain is capable of mastering skills far beyond those it is now used for. Three questions about the further evolution of human intelligence are raised: What will be the next step in human intelligence? How is the next step manifesting itself? How can we prepare for those changes? (IS)

The question of how to integrate developmental (Piagetian) and psychometric conceptions and assessments of intelligence is considered. A solution which incorporates the contributions of each position--intelligence as forms and as traits--is offered. Premises and objectives of each tradition are reviewed and compared. Overlaps make synthesis…

The effect of 1 or 2 year special class placement on academic achievement and intellectual functioning of 28 learning disabled children (8 to 11 years old) was investigated. The number of years in a self-contained class significantly affected arithmetic achievement. (Author)

All children have intelligence in varying degrees in various abilities; Structure of Intellect (SOI) Institute tests diagnose those abilities successfully in gifted, deaf, retarded, aphasic and all ethnic groups. With a database of thousands of student test responses, materials are developed to prepare children for the future. (NEC)

The authors caution that in neglecting to focus on cognitive training, special education may be denying the very ideology on which it is built. (Author)

Piagetian based curricular attempts in special education may have to begin with a system for representing the individual's current level of behavioral organization and designing environmental interactions that expand the constructions of the individual into reorganized, more complex forms. (Author)