This study examines teachers' beliefs in the nature and malleability of intelligence, how these beliefs may vary in different academic domains, and whether those beliefs have any significant relationships with teachers' self-efficacy beliefs, epistemological beliefs, and proposed interventions for struggling students. Findings showed that teachers…

Allowing respondents to retake a cognitive ability test has shown to increase their test scores. Several theoretical models have been proposed to explain this effect, which make distinct assumptions regarding the measurement invariance of psychometric tests across test administration sessions with regard to narrower cognitive abilities and general…

Measures of broad fluid abilities including verbal, quantitative, and figural reasoning are commonly used in the K-12 school context for a variety of purposes. However, differentiation of these domains is difficult for young children (grades K-2) who lack basic linguistic and mathematical literacy. This study examined the latent factor structure…

Research on implicit beliefs or theories about intelligence has shown that those with entity theories tend to be oriented toward performance goals--that is, toward documenting their intelligence, while those with incremental theories tend to be oriented toward learning goals--that is, toward developing their intelligence. This paper discusses…

In this study with bilingual Chinese college students, faster subjects in a word-judging task had lower Raven's Progressive Matrices scores. The distinction between test response time and actual mental speed as a correlate of intelligence is discussed. (Author/SJL)

Composite reliability and standard errors of measurement were computed for prorated Verbal, Performance, and Full-Scale intelligence quotient (IQ) scores from a seven-subtest short form of the Wechsler Adult Intelligence Scale-Revised. Results with 1,880 adults (standardization sample) indicate that this form is as reliable as the complete test.…

Standardized tests which measure a narrow span of intelligence unfairly penalize students whose strengths don't fall within that range. Three kinds of intelligence (analytical, creative, practical) are discussed. Sternberg's Triarchic Abilities Test, currently being test-piloted, assesses all three aspects of intelligence in contrast to current…

Compared area scores from short-form version of Stanford-Binet Intelligence Test (Fourth) with those from long form for 33 gifted children. Found three of five mean difference contrasts were significantly different and correlation coefficients between corresponding area scores and Test Composite were statistically significant. Suggests that…

The standardization samples for the American Wechsler Intelligence Scale for Children-Revised (WISC-R) (n=2,200) and the French WISC-R (n=1,066) were used to compare the intelligence of French and U.S. children. The American sample scored higher on verbal IQ, full scale IQ, and some subtests. Implications of results are discussed. (SLD)

[Gottfredson, L. S. (2003). Dissecting practical intelligence theory: Its claims and evidence. Intelligence, 31, 343-397.] provided a detailed critique of Sternberg's [Sternberg, R. J., Fotsythe, G. B., Hedlund, J., Horvath, J. A., Wagner, R. K., Williams, W. M., Snook, S. A., Grigorenko, E. L. (2000). Practical intelligence in everyday life. New…

The predictive power of the short-form Wechsler Adult Intelligence Scale of P. Satz and S. Mogel to provide equivalent information about IQ scores and age-corrected scale scores was not differentially affected by the side of the lesion for 63 patients with brain tumors. (SLD)

A review of the basic information on intelligence testing as a schooling practice is presented, including a discussion of what intelligence is and three psychological approaches to studying intelligence (psychometric, behavioristic, and developmental). All intelligence tests derived from the psychometric approach are standardized and…