Findings showed an almost even percentage of boys and girls, that more girls had fathers with doctorate degrees, that girls' arithmetic and spatial abilities were not significantly different from boys', that girls increased or decreased in IQ more than boys in high school, and that boys' IQs and grade point averages were significantly correlated…

WISC-III scores of 233 students (ages 9 to 13) with mental retardation were examined. Boys had higher Full Scale, Verbal, and Performance IQs than did girls. Boys also had higher scores on six of the 10 subtests. In addition, all of the statistically significant differences were in favor of boys. (Author/CR)

This book contains papers that discuss the "g factor" (general intellectual capacity) in discerning intelligence and how to influence the development of intelligence. The g factor relates to the theory that individuals who do well on one mental ability test tend to do well on other mental ability tests due to an innate ability. Chapters…

Studied the influence of task content and sex on the relationship between intelligence and cortical activation in 26 males and 25 females administered verbal, numerical, and figural versions of an elementary cognitive task. Results suggest comparatively lower cortical activation in more intelligent individuals, but the pattern interacted with sex…

WISC-III IQs and subtest scaled scores of 440 students with specific learning disabilities were examined for gender differences. Boys exhibited statistically higher Full Scale, Verbal, and Performance IQs than did girls, as well as higher scores on six of seven subtests. Girls outperformed boys only on the Coding subtest. (Author/CR)

Magnetic resonance imaging was used to demonstrate that larger brain size (corrected for body size) was associated with higher intelligence quotient (IQ) for 40 right-handed college students grouped by high and average IQ and sex. Results suggest the relevance of brain size to intelligence test performance. (SLD)

Investigated stability of Wechsler Adult Intelligence Scale-Revised intelligence quotients (IQs) for 52 high school students. One-half of subjects were retested after 3 months; other half after 18 months. Stability coefficients were uniformly high for both retest intervals. IQs for males retested after 18 months increased beyond practice effect.…

IN THE LONGITUDINAL BERKELEY GROWTH STUDY, SUBJECTS WERE TESTED AT 16, 18, 21, AND 26 YEARS ON THE WECHSLER-BELLEVUE, AND AT 36 YEARS ON THE WECHSLER ADULT INTELLIGENCE SCALE, WHICH CONTAIN BOTH VERBAL AND NON-VERBAL SUBSCALES. THE MOST CONSISTENT INCREASES IN MEAN SCORES OVER THE PERIOD WERE IN INFORMATION, VOCABULARY, AND COMPREHENSION. DIGIT…

Results indicated that males obtained higher scores on the verbal subtests. Females scored significantly higher on coding than did their counterparts. The verbal v performance IQ dichotomy did not appear as useful evidence in the diagnosis of learning disabilities. (Author)

How boys and girls qualify for programs for gifted students using the Wechsler scales of intelligence was studied. The scores that most often qualify them and differences among those scores were studied. The Wechsler Intelligence Scale for Children-Revised (WISC-R) was used with a random sample of 120 children (60 girls and 60 boys) chosen from…

Evaluated the ability of the Wonderlic Personnel Test to replicate the Wechsler Adult Intelligence Scale (WAIS) with (N=120) normal persons divided into principal and cross-validation groups. Correlations between the Wonderlic IQs and the WAIS Full Scale IQs were .93 for the main group and .91 for the cross-validation group. (Author)

Aspects of intellectual function were investigated in a school age sample of 17 Fragile X individuals, employing the Wechsler Intelligence Scale for Children (Revised). The general ability of the sample was substantially below normative average because of the significantly poorer performance by males than females. (Author/DB)

Indices of item difficulty and item discrimination were analyzed for the items comprising the Wechsler Intelligence Scale for Children-Revised as obtained from a group of 142 subjects with Full Scale IQs below 96. Evidence indicates increase in the number of items on the WISC-R helped increase its internal validity. (Author)

The relationship between attention and reading achievement in first graders was investigated for 48 boys and 33 girls in five first-grade classrooms of the Bridgewater-Raritan Regional School District in New Jersey. The statistical analysis provided separate data for boys and girls in regard to the relationship between reading achievement and…

Both sides of a long standing and apparently still heated argument are reviewed and presented. Are males more variable in intelligence than females? In an attempt to answer the question the author employed data from a longitudinal growth study. Results indicated that sex differences in variability on individual subtests of the Wechsler…