A directed forgetting task was used in an investigation of the conditions under which normal and educable mentally retarded junior high school students would disregard irrelevant information. Results showed that irrelevant information in memory interfered with the performance of only the retarded group, when given a minimal explanation of the…

This paper argues that social competence should be the primary measure of the success of intervention efforts. Difficulties in defining and assessing social competence are discussed, and an index of social competence, which includes a variety of factors, is suggested. (Author/AM)

Suggests that differences in verbal intelligence affect the speech of four-year-olds, necessitating that care be taken not to confuse verbal intelligence with social class when studying the speech of young children. (RL)

The 1972 re-norming of the Stanford-Binet Intelligence Scale for children from three to six years of age produced unusually high scores. When these children were retested three years later, some drop in scores was noted. Reasons for the initial scores and the score decline are discussed. (Author/JKS)

Two culture free intelligence tests, the D-48 Test and the IPAT Culture Fair Intelligence Test, are valid predictors of achievement test scores for grade levels 8 and 9. Highly significant correlation coefficients are observed between ethnic memberships and each of the culture free tests and the SRA Achievement Test. (Author/DEP)

Relationships between cross modal functioning and reading achievement are examined and the available hypothesis concerning intersensory functioning and their concomitant educational implications are discussed. (HOD)

Investigated were the effects of learning potential and teacher expectancies on the IQ, school achievement, and teacher ratings of 58 educable mentally retarded students (7-15 years old). (CL)

The relationship between academic failure and poor verbal abilities was studied in young aggressive boys. Results did not indicate a generalized deficit in verbal development among young aggressive boys. However some deficit in mediational use of verbal ability may be present in aggressive boys. (Author/MV)

Studied the relationship between mental age and progression toward Piaget's stages of concrete operations and formal operations in a sample of middle class children. Formal operations in preadolescence and adulthood are discussed in relation to IQ. (GO)

Because WISC users will inevitably need to shift from the WISC to the WISC-R, further research is needed to demonstrate the comparability of these two forms (and norms) of basically the same test. The present study provides data on EMR child children in the 12-1/2 to 14-1/2 year age range. (Author)

The paper reviews WISC/WISC-R comparison studies which have been conducted with a wide variety of samples. Caution is advised in the interpretation of a WISC/WISC-R difference, as a discrepancy of one SD may not be meaningful. (Author)

Spells out the court-imposed limitations on the various kinds of tests commonly used in the public schools. (Author/IRT)