Experiments with 35 male/39 female college students and 220 male Navy recruits examined the nature of a general ability factor of intelligence--Spearman's "g." Patterns related to task complexity and reaction time variability were studied. "g" appears related to the ability to reconfigure working memory contents flexibly and…

Obtained peer and teacher ratings of social competence for 94 first and second graders. Also measured interpersonal problem-solving skills, intelligence, academic achievement, and socioeconomic status. Correlations between three problem-solving scores and social competence ratings ranged from .04 to .20. Intelligence, achievement and socioeconomic…

Bayesian and empirical Bayes approaches to shrinkage estimation of regression coefficients and uses of these in prediction (i.e., analyzing intelligence test data of children with learning problems) are investigated. The two methods are consistently better at predicting response variables than are either least squares or least absolute deviations.…

Studied 237 fifth-, eighth- and eleventh-graders to determine their knowledge of effective strategies for dealing with everyday problems. Strategy effectiveness was dependent on the context of the problem. Age and gender differences were found when students' strategy knowledge was compared with that of teachers. (RJC)

Examines the orderly process of rhetorical composition and inquires whether that system can be implemented as an expert system on a computer or word processor, in order to expand our understanding of the human composition process. (SR)

This research review concludes that precocious reading ability is a complex skill, and levels of specific subskills vary widely among individuals. Precocious reading ability is moderately associated with general intelligence and with academic achievement. Parents may encourage the early development of reading through natural and mutually enjoyable…

This paper responds to a 1992 study in which it was argued that the structure of intelligence in adults with severe mental retardation deviates from Greenspan's model, in which social and practical intelligence form separate factors. Application of confirmatory factor analysis to the original correlation matrix found the Greenspan model to be…

This paper discusses inconsistencies in Greenspan and McGrew's argument that confirmatory, rather than exploratory, factor analysis should be utilized in testing Greenspan's model of adaptive intelligence in adults with severe mental retardation. It is argued that problems with the data set should be addressed through further research rather than…

Thirty-four children (ages 5-16) born to alcoholic mothers were assessed on measures of intelligence, reading, receptive vocabulary, memory for sentences, visual memory, and visual-motor integration. The children were found to be least deficient on intellectual measures and most deficient on memory for sentences and silent and oral readings.…

In a supplement to Sasaki's 1993 study, six of the same participants took different types of second-language proficiency (SLP) tests, a foreign language aptitude battery, and an intelligence test. Results revealed differences in information processing between the high and low SLP groups. (Contains 35 references.) (Author/LB)

This study assessed, in a naturalistic setting, the facilitated communication abilities of seven adolescents with moderate/severe mental retardation who used facilitated communication to communicate at levels previously thought beyond their intellectual abilities. Results revealed a large degree of guiding by facilitators. For some students,…

Discusses the concepts of paradigm shifts, multiple intelligences, and the librarian's role. Notes that whole language, exploratory and discovery learning, and collaborative and cooperative learning depend on the school library media program. Provides resources for students and teachers engaged in the "seven intelligences" approach to…

Two studies involving 89 children were conducted to evaluate the validity of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) with African American students undergoing special education evaluations. Results were highly correlated with previously determined IQs, and the factor structure of the WISC-III was generally supported.…

Reviews the controversy surrounding the work of Cyril Burt on the genetic contribution to mental ability and argues that the disparagement of Burt's results provides one of the most extraordinary cases of counterfeit charges in academic psychology. Suggesting genetic differences in brain size or intellect is politically incorrect. (SLD)

The posthumous condemnation of Cyril Burt destroyed his reputation and undermined his life's work on the genetic nature of differences in intelligence. Whether Burt falsified research findings or not, the real significance of the affair lies in what it teaches about scientific methodology and the fallibility of personal judgments. (SLD)