Described a program for prison inmates, who were able to learn in cooperation with community colleges, which helped prisoner rehabilitation further with their special midnight program. (RK)

A plea for educators to value the individual differences of children and to treat them with dignity. Traditional educational methods and objectives are examined. (ST)

Author warns that in order for children to develop intellectually educators must recognize the need for prevention of extended deviations in social, physical, emotional and/or mental areas. Early childhood seemed to be the most promising time for effecting desired changes in intellectual growth patterns. (Author/RK)

The lack of difference with regard to socioeconomic-status levels indicates that the previous research which revealed notable socioeconomic-status influences may have had socioeconomic status confounded to varying degrees with differences in underlying verbal skills. (Authors)

Examines the role played by ability in determining earnings differentials along both the earnings profile for given levels of schooling attainment and across schooling levels. (RJ)

Home-environmental processes, socioeconomic indicators, and family structure measures were canonically correlated with four mental abilities of 185, 11-year-old boys. Verbal and number abilities were the most predictable, with the process measures contributing the most to prediction. (DP)

Intellectual functioning, visual perception, and academic achievement were investigated in two samples (25 in each) of children (mean IQ 94.20 and 95.32, and mean age 8.24 years and 8.13 years, respectively) with significant reading disorders. (Author/MC)

A single administration of the reversal learning paradigm is not a sufficient basis for determining either a given subject's choice of option or his behavior on its constituent learning measures. This conclusion raises many questions about past research relating to mediation theory, since this paradigm has been the basic one employed. (Authors)

Results show that the retarded group was significantly more cooperative than the nonretarded group, and the 6-7 year retarded group was more cooperative than the 11-12-year retarded group. (Authors/CB)

The relation of CA, MA, and IQ to conservation was examined by comparing the performance of bright, normal, and retarded children matched on the critical MA of six years. (Author)

Experiment was designed to examine the relationship between intelligence, stimulus meaningfulness and stimulus selection. (Authors)

A review of research reveals linguistic, cultural, and psychological difficulties for Spanish-speaking children on standardized tests of academic achievement and aptitude. (RJ)

Findings indicate that white examiners do not depress IQ scores of black children. (MB)

Results indicate that within the limitations of this study there is evidence that children with superior" intelligence showed more mature response patterns on Piaget-type tasks than children of the same age with average" intelligence test scores. (Author)