Examined were differences between Wechsler Intelligence Scale for Children and Peabody Picture Vocabulary Test scores for 99 children with learning problems who were patients in a multispecialty group medical practice. (Author/DB)

Describes a program for understanding and generating natural language which handles paragraph-length imput. Its core, "preference semantics," a system of preferential choice between deep semantic patterns, is contrasted with: (1) syntax-oriented linguistic approaches, and (2) theorem-proving approaches to understanding. Available from…

Demonstrates the existence of six factors of social intelligence dealing with understanding other people's thoughts, feelings, and intentions. Called factors of "behavioral cognition", they refer only to the abilities to cognize or understand behavior and not to other abilities which might more broadly and inclusively be termed…

This article reviewed literature relating to growth stages in children and how these growth stages influence what is drawn. Additionally, a review of research was presented using the human-figure drawing in measurement of intelligence, personality assessment and prediction of learning performance. (Author/RK)

The WISC-R scores for groups of children identified by school personnel as needing special education services were factor analyzed according to type of classification. Overall, results show the WISC-R to be factorially similar for all groups. (Author)

This study was undertaken to determine the suitability of the California Abbreviated WISC--Form 1 (CAW-1) for use with WISC-R subtests. Results indicate that the CAW-1 was suitable for use with WISC-R subtests with minor alterations. (Author)

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)