Reports a study which investigated the influence of the variables of race (examiner and child race) and expectancy (high and low expectancy) upon the scoring of individual IQ tests. (Author/JM)

One hundred twenty-eight 11th grade male students were randomly assigned to a control group on one of three experimental groups: (1) computer-generated feedback on self-knowledge accuracy; (2) guidance taught on occupational classification scheme; and (3) a combination of (1) and (2). Measures of self-knowledge showed increased accuracy about…

Two theoretical models of visual attention and contingent learning were presented to provide a framework for the consideration of how observed individual differences in infant behavior may interact with nonsocial stimuli and caretaker-mediated stimuli to influence the individual's development of patterns of visual attention and contingency…

Preliminary factor analyses of predictor tests in advantaged and disadvantaged groups is recommended as a way of forming a priori expectations concerning validities of the predictors to guide both use and research. (Authors)

Nonverbal cues which enthnographic analysis suggested were central to communicating personal warmth to Indian and Eskimo adolescents did produce significant changes on intelligence test performance. (Author/KM)

The dissimilarity between the black and the white voices failed to affect the IQ scores of black children, but it appeared to be an important variable with regard to the IQ test performance of white children. (Author)

This study explored the possibility of using musicality and intelligence test scores to predict the potential success of pupils in choir instead of the usual methods of audition and observation. It also ivestigated the extent, if any, of teacher bias in the evaluation of pupil achievement. (Author/RK)

Studied was the effect of an art specialist on an art curriculum for retarded preschoolers. (Author)

To reduce the cost of in-the-school experiment, this study, which is an attempt to quantify redundancy in a learning situation, was carried out using a numerical procedure. The variables include student I.Q., lesson time, wasted time, teacher experience, and redundancy. (Author/CB)

The evidence of this study suggests that it is useful to think of creativity and intelligence as the outgrowths of distinct (although overlapping) sets of influences, even when this is not well indicated by discriminant-convergent validation analyses carried out with respect to tests (in contrast to factors). (Authors)

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)

Since all of the children represented in this study are now in the first grade, results appear to indicate that gains accrued during the Head Start experience have some degree of stability. The level of significance was well beyond the possibility of the findings having occurred by mere chance. (Authors)

Findings lend support for further development of the Manikin Construction Task for the purpose of measuring specific conceptual knowledge at all ages. There is also support for its development as an intellectual screening instrument at the 3-year level. (Author)

Intelligence variables were found to be good predictors of recall performance at later stages of acquisition under delayed recall, while under immediate recall, memory variables predicted recall performance best at early stages of acquisition. (Authors)