Self-concept, intelligence and academic achievement were examined in students preparing to teach in primary, elementary, secondary, and special education (N=267). Differences in self-concept, but not in intelligence and academic achievement, were found among groups of student teachers. (Author)

The study investigated WISC-R subtest pattern scores of 58 learning disabled children. The evidence indicates that the low subtest scores on Arithmetic, Coding and Information were characteristic of this group. The study did not support the Verbal-Performance discrepancies as useful in the diagnosis of learning disabilities. (Author)

This study attempted to determine whether a combination of seriation and classification training would produce more general intellectual gains. (Author/SB)

Individualization of instruction of mentally handicapped adolescents may be facilitated by understanding of relevant variables associated with the learning skills required for coping with community life. This study explores the relationship between knowledge of such skills and locus of control (belief concerning the relative contribution of chance…

The Performance Scale of the WISC-R was administered to 59 prelingually deaf children attending a state-supported day school program. The results compare favorably with those found by Wechsler with the standardization sample. (Author)

Four experiments examined the extent to which the componential method of analogical reasoning, developed by R. J. Sternberg, could be used to investigate the cognitive processes of subjects with both above- and below-average intelligence. (Author/LMO)

Assesses the advantages of computer-based instruction on speech education. Concludes that, while it offers tremendous flexibility to the instructor--especially in dynamic lesson design, feedback, graphics, and artificial intelligence--there is no inherent advantage to the use of computer technology in the classroom, unless the student interacts…

Showed that the standard score difference method for determining intelligence quotient achievement discrepencies produced disproportionate racial representation, whereas the regression method produced proportionate racial representation in Learning Disabilities (LD) classes. Demonstrated advantages in measurement of discrepancies, LD program…

In a study of the relation between teachers' perceptions of children's compliance to them and their evaluations of the children's intelligence, only IQ and age significantly predicted teachers' evaluations of boys' competence. Age, compliance to teachers, and problem-solving scores predicted evaluations of girls' intellectual competence,…

Investigates the relationship between analogical reasoning and academic learning. Results show that efforts to improve academic achievement through training in analogical thinking are based on the correct assumption that analogical thinking can be trained and that various methods of training are effective in this regard. (MS)

State guidelines for 1985-86 concerning definitions, methods, and procedures used to diagnose mental retardation were compared to those of 1981-82. Although states varied widely, more states are now either mentioning or specifying IQ, adaptive behavior, and academic achievement criteria. An IQ cutoff of 75 is more common than in 1981-82.…

The relative accuracy of teacher judgments of academic performance in classifying students as learning disabled (LD) or nonhandicapped (NH) was contrasted to standardized tests of intelligence and academic achievement. Results indicated that teacher judgments were as accurate in separating LD and NH groups as standardized tests of intelligence and…

Bilingual Navajo adolescents aged 14-16 were administered the Raven Standard Progressive Matrices (RSPM) and Comprehensive Tests of Basic Skills (CTBS). Correlations were moderate and were higher for females than for males. Norms were established for adolescent Navajos on the RSPM, a nonverbal test of intelligence and visual reasoning. (Author/GDC)

Reports a strong, highly specific relationship between young children's knowledge of nursery rhymes and the development of phonological skills, which remained significant when differences in IQ and social background were controlled. Measures of nursery rhymes and alliteration were related to early reading skills. (Author/NH)

The use of standardized I.Q. tests for Blacks has been banned in California State schools. This court settlement culminated 15 years of legal action on a class action suit filed by Black parents for their children who had been disproportionately assigned to classes for the mentally retarded. (VM)