Relationships between first name desirability and school readiness, IQ, and school achievement were explored using 1,727 elementary school children. School readiness, IQ, and achievement variables showed small, but significant, correlations with first name desirability for girls; boys also showed a first name effect. First name desirability was…

In this comment, the authors point to the need for editorial criteria (or censorship) in the publication of scientific research. Specifically, they refer to an article on transracial adoption and I Q, previously published in this journal, whose discussion section contained implications that could be misinterpreted by some readers. (AM)

Six children with Down's syndrome who had shared the same preschool 3 to 4 years were administered psychological tests to see whether there were characteristics of mental functioning held in common. (Author)

Kindergarten measures of intelligence, auditory perception, visual perception, and associative learning were used to predict three aspects of reading achievement (word attack, word recognition, and comprehension) at the end of Grades 1, 2, and 3 for 79 Ss. (Author)

Children read sets of words under three conditions: with no pictures, with related pictures, and with unrelated pictures. Results indicated that words were read more slowly whenever pictures were present; that unrelated pictures produced more interference than related pictures; and that both effects were inversely related to reading ability.…

Three forms of a symbol-digit substitution task were administered to 62 female and 96 male college students. Results support the theory that the superior performance of women over men on the Digit-Symbol Substituion subtest of the Wechsler scales is due to their greater ability to encode symbols verbally. (Author/JAC)

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)