Describes recent developments in intelligence theory, applied measurements, and research methodology that suggests new research is needed to reexamine the relative importance of both general and specific cognitive abilities in explaining school achievement. Presents summary of results that examines relationship between "g" and seven…

Urges that discussion of the future of intelligence testing differentiates the evolution of theory and research from trends in clinical (school-based) practice. States that school-based assessments will not be valued because they are efficient, mandated, or empirically linked to theories of cognition but because they are functionally and fairly…

A project developed Navajo norms for the Wechsler Intelligence Scale for Children, Third Edition (WISC-III). Urban Navajo students and those who were proficient in English had higher WISC-III verbal scores than rural Navajo students and those who were functional in English. English-language proficiency did not affect scores on nonverbal…

Assesses the complementary ability of childhood intelligence and learning-related behavior to explain variation in achievement outcomes. Results reveal substantial proportions of assigned grade variance explained primarily by learning behavior and achievement test score explained by intelligence. Implications for educational assessment and…

Provides information on how intelligence testing courses are currently taught in a sample of American Psychological Association (APA)-accredited clinical and school psychology programs from across the United States and Canada. Discusses limitations of the study and teaching strategies to improve students' test administration skills. (CMK)

The standardization samples for the American Wechsler Intelligence Scale for Children-Revised (WISC-R) (n=2,200) and the French WISC-R (n=1,066) were used to compare the intelligence of French and U.S. children. The American sample scored higher on verbal IQ, full scale IQ, and some subtests. Implications of results are discussed. (SLD)

To test the validity of brief measures of intelligence and explore how well these instruments relate to academic performance, the WPPSI-R, the Kaufman Brief Intelligence Scale, Draw-A-Person: Quantitative Scoring System, and the K-ABC Achievement Scale were administered to 50 kindergarten and first-grade children. Results indicated all measures…

It is argued that the statements and accusations made by Stephen Jay Gould about the use of factor analysis are incorrect and unjustified and that tests properly designed for the purpose can adequately measure a "general" or "g" factor of intelligence, particularly in view of the developments in testing since "The…

The impact of examiner eye contact versus no eye contact during administration of the Digit Span subtest of the Wechsler Intelligence Scale for Children III was examined for 40 college students and 41 high school students. Results suggest that eye contact did not improve performance and was not preferred by subjects. (SLD)

This commentary documents errors in the statistical analyses and interpretation of empirical evidence in "The Bell Curve" by R. Herrnstein and C. Murray (1994). "The Bell Curve" neglects the role of education and grossly overstates the case for IQ as a determinant of social success. (SLD)

The lower percentage of Black and Hispanic students in Gifted and Talented (GT) programs is due to multiple causes, including failure to be nominated, the grade in which students first are nominated, the qualities that constitute the GT program, information considered during the screening process, and the use of national norms. These five issues…

In the current paper we describe the methodology and results of the Oswego study, in light of D.V. Cicchetti, A.S. Kaufman, and S.S. Sparrow's (this issue) criticisms regarding the validity of the human health/behavioral claims in the PCB literature. The Oswego project began as a replication of the Lake Michigan Maternal Infant Cohort study.…

One hundred elementary- and middle-school students were administered the Universal Nonverbal Intelligence Test (UNIT; B.A. Bracken & R.S. McCallum, 1998) and the Leiter International Performance Scale-Revised (Leiter-R; G.H. Roid & L.J. Miller, 1997). Correlations between UNIT and Leiter-R scores were statistically significant ( p less…

Despite the popularity of the concept of emotional intelligence(EI), there is much controversy around its definition, measurement, and validity. Therefore, the authors examined the construct and criterion-related validity of an ability-based EI measure (Mayer Salovey Caruso Emotional Intelligence Test [MSCEIT]) and a mixed-model EI measure…

This study examined academically gifted (N=83) and non-gifted (N=125) high school students from Israel to compare mean emotional intelligence (EI) scores, various assessment procedures, and relations between EI and ability, across different populations. Participants completed the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), the…