Examines the relationship between teacher perceptions of student behavior and children's academic achievement at different levels of intelligence, social status, and family environment. Data were collected as part of a national survey of 11-, 12-, and 15-year-old English school children. (BD)

Trotman responds to two criticisms of her previous research (EJ 168 902) on racial differences in intelligence and achievement. She clarifies the conclusions criticized by Longstreth (TM 503 913) and criticizes the conclusions reached by Wolff (TM 503 914). (BH)

A commentary is made on each of five symposium papers on the unification of cognitive process theory and differential psychology. Future research directions are reviewed within a new theoretical framework as to the process nature of aptitudes and general intelligence. Future psychometric directions and educational implications are discussed. (RD)

The reliabilities of several commonly used instruments of intellectual, academic, and affective assessment were tested with learning disabled children between the ages of 6 and 12 years. Journal availability: see EC 112 927. (DLS)

Focusing on four diverse areas, this paper highlights the contribution of several major schools of thought in the field of psychology to the understanding of the process involved in reading comprehension. (Author/DS)

Describes the philosophy of intelligent instructional systems and presents an example of such a system, BLOCKS. The notion of BLOCKS as a paradigmatic system is explicated from both the system development and educational points of view. (Author/VT)

Data show that disadvantaged students can be taught problem-solving strategies in mathematics and can reach a level of mastery in mathematical thinking that is not expected from their performance on I.Q. tests. (MP)

Self and peer evaluations and experimental measures of conformity were given to 107 adolescent private school boys. Student discipline records also indicated the number of demerits. The self-report measures and the demerits showed maximum conformity between the self-protective and conscientious ego stages as measured by the Sentence Completion…

Two samples of verbally gifted adolescents were tested using cognitive and personality measures. Although both groups were found to be unusually mature and well adjusted, they varied considerably in sociopolitical intelligence--the ability to formulate viable solutions to moral, social, and political problems. (Author/MV)

Various experiments demonstrated that the difficulty level of several performance-type intelligence test tasks is determined directly by stimulus and task variables that vary the information to be processed. The implications of these findings for intelligence and the problems of an experimental approach to the measurement of intelligence are…

Major problems in the field are presented through a brief review of Burt's work and a critical account of the Hawaiian and British schools of biometrical genetics. The merits and demerits of Christopher Jencks' study are also discussed. There follows an account of the principle of genetic variation with age, a new concept to the…

The purpose of the study was to consider the relationship of type of intelligence test, examiner group membership, and language dominance of children to the performance of 25 Mexican American children (mean age 5 years) on intelligence tests. (Author)

This comment is a response to a criticism made about the author's article on transracial adoption and IQ. The authors suggest that the discussion section of a research report is an appropriate place for authors to spell out the implications of their results, even if these implications are considered unacceptable to others. (AM)

Creativity, intelligence, and problem-solving tasks that varied in the explicitness of problem definition and in the format for an acceptable solution were administered to 100 college students. Two hypotheses that distinguished between concepts of creative and intelligent problem-solving were presented, and syntactical and strategic distinctions…

Available from: British Medical Journal, 1172 Commonwealth Avenue, Boston, Massachusetts 02134. In order to determine whether Central Nervous System irradiation effects intellectual abilities, 28 children in remission at least 2 years after completing chemotherapy for acute lymphoblastic leukemia were assessed on standardized psychological tests…