Offers alternative analyses and interpretations of Macmann and Barnett's research data and results. Contends that intelligence is complex and that intelligence testing is important component of school psychological practice. Discusses relation and frequent inconsistency between research and practice. (CRR)

This study, involving 47 deaf and hard-of-hearing school-age children, found that the Wechsler Intelligence Scale for Children-Third Edition Performance scale was highly related to the WISC-Revised Performance scale and moderately related to the Wide Range Achievement Test-Revised subscales. Performance IQs of students who communicated orally or…

Tested one-, two-, three-, and four-factor models within normal and psychiatric adolescent inpatient groups to confirm the factor structure for the Wechsler Intelligence Scale for Children-Revised (WISC-R). For both samples, the Kaufman three-factor solution had the best overall fit of the WISC-R subtest covariance structure. Other models were…

Two studies compared intelligence quotient, reading achievement test results, and spelling errors in 57 adult dyslexics, 56 adult nondyslexics, and 25 adult compensated dyslexics. Results suggest that compensated dyslexics appear very similar to nondyslexics in their reading and spelling skills; however, there is a difference in the automaticity…

The study of 281 adolescents found no significant differences in creativity subvariables between the developmental stages of concrete and formal operations. Significant relationships were found between age and creativity. Figural flexibility, originality, and elaboration decreased as age increased from 13 to 16 years. (Author/JDD)

Evaluation of the reliability of 7 measures assessing social cognitive variables hypothesized to define social intelligence, with a total of 125 adolescents with mental retardation, found high to very high interrater reliability coefficients; moderate to very high internal reliabilities; and moderate to high test-retest reliabilities. (Author/DB)

Identifies types and distributions of errors in text produced by optical character recognition (OCR) and proposes a process using machine learning techniques to recognize and correct errors in OCR texts. Results of experiments indicating that this strategy can reduce human interaction required for error correction are reported. (25 references)…

Discussion of discourse modeling in artificial intelligence and computational linguistics focuses on a dialog model that incorporates the illocutionary aspects of information-seeking dialogs. The relevance of a theory developed for the analysis of written texts--Rhetorical Structure Theory--is explained, and future work is discussed. (25…

Investigated joint factor structure of Differential Abilities Scale and Wechsler Intelligence Scale for Children-Revised for 115 children. Compared theoretically supportable models (Spearman's General factor; Wechsler's Verbal, Performance, and Freedom from Distractibility factors; Elliott's verbal, nonverbal, spatial, and diagnostic perspective)…

Of 75 elementary and middle school gifted students, 44 percent of students' Stanford-Binet Intelligence Scale: Fourth Edition (SBIV) Composite scores and 28 percent of students' Wechsler Intelligence Scale for Children-Revised (WISC-R) Full Scale IQ scores were over 10 points different from their Test of Cognitive Skills (TCS) Cognitive Skills…

A factor analysis was conducted for a sample of 200 white and Hispanic children (ages 6-11) using the Wechsler Intelligence Scale for Children-Revised. Results indicated that the two-factor solution was similar for the two groups, but there were notable differences for the three-factor solution, relative measures of "g," and subtest…

Thirty-five gifted elementary children were tested with the Wechsler Intelligence Scale for Children III (WISC-III) and results were compared to a previous administration of the WISC (Revised). Scores were significantly higher on all three WISC-R global scales and most subtest scaled scores. Correlation coefficients between the tests were…

This paper urges a deeper consideration of the role of psychometrically defined intelligence in the operationalization of aptitude/achievement discrepancies inherent in most definitions of learning disability. It proposes a new disability, dysrationalia, the inability to think and behave rationally despite adequate intelligence. (DB)

This paper calls for reconsideration of gifted education practices to expand acceptable definitions of "success" and allow students additional avenues to demonstrate their abilities. Suggestions for cultivating emotional talents in students including self-reflection, philosophy and its applications, and global perspectives on current events are…

Discusses changes in training requirements of commerce and industry in the United Kingdom and describes a project, CASCADE, that was developed to investigate and implement the introduction of artificial intelligence (AI) techniques into computer-based training (CBT). An overview of pilot projects in higher education settings is provided. (eight…