This paper reviews the research on sex differences in intellectual functioning as it relates to verbal abilities, spatial abilities, and reading aptitudes. Research supports such statements as: sex aptitudes do not become significantly apparent until adolescence; males perform better than females on problems involving field-indep (picking out one…

Although universally acknowledged to be important, the relation between language and cognition is far from clear. While this paper also "sidesteps" this relation, it presumes that less elaborate language is linked to less differentiated cognitive activity. The study described here was aimed at collecting data on language usage for children (and…

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 report introduces the General Education Development Testing Services (GEDTS) Administrator screening model for adults with learning disabilities. The screening model is designed to identify adults whose educational achievement is significantly below overall potential due to an informational processing deficit and who are thus eligible for…

Some specific intellectual abilities show consistent sex differences which vary in degree according to types of tests and samples examined. Reviews the empirical support for these differences, as well as the methodological difficulties, data and sampling limitations, interpretative biases, and contradictory results of much of the sex-difference…

A study designed to examine biological, sociological, and early maturational correlates of intelligence collected data prospectively, from birth to 15 years of age, on a sample of 987 black children. Multiple indicators of eight independent and three dependent variables were tested in a structural equation model. Altogether, clear sex differences…

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…

Confirmatory Factor Analysis was used to test first- and second-order factor models on cognitive abilities and their invariance across male and female samples. Subjects were a stratified random sample of 234 male and 225 female 15-year-old students in Singapore attending Secondary 3 (the equivalent of grade 9). Four first-order factors were found…

Gender differences in level and pattern of cognitive abilities were examined in 49 learning-disabled college students. Females were stronger in visual-motor abilities and verbal conceptualization, whereas the males' highest abilities were nonverbal visual-spatial. Both groups showed weaknesses in memory for digits and factual knowledge and in…

SEVEN ARTICLES FROM THE INSTITUTE FOR RESEARCH ON EXCEPTIONAL CHILDREN CONSIDER THE GIFTED CHILD. THE FIRST ARTICLE, "LEADERSHIP TRAINING FOR THE GIFTED--A GRADUATE PROGRAM," IS BY J.J. GALLAGHER, DIRECTOR OF THE PROGRAM. SIX RESEARCH AND DEVELOPMENT PAPERS BY GRADUATE STUDENTS FOLLOW--"THE VARIABLE OF RACE, SEX AND INTELLIGENCE RELATED TO SOCIAL…

Robert L. Thorndike was awarded the Educational Testing Service (ETS) Measurement Award at the 1972 ETS Invitational Conference. In "Heredity, Environment, and Class or Ethnic Differences," J. McV. Hunt addressed several fundamental questions pertaining to the hereditary and environmental influences of the observed social class and ethnic…