Dealt with the association of race to mental test performance and how this association interacts with age and the instrument used. Results show at the school age and preschool level, the Black and White children differed significantly in General Cognitive Indices and in their Wechsler mean full scale IQs. (Author)

Examined the relationship of cognitive and personality variables to achievement in 49 Black junior high school students. Results showed a higher achievement motivation for males. Neither personality nor social reinforcement showed much predictive value. The relationship between achievement motive and academic measures was not significant. (JAC)

Compared the factoral structure of the Wechsler Intelligence Scale for Children-Revised (WISC-R) for Anglo, Black, and Mexican-American children. Found high similarity across groups. The order of subtest difficulty was significantly correlated with subtest g loadings for Mexican Americans. Results provide support for Spearman's hypothesis with…

Presents a working definition of negativism and a reconstruction of its development in the first year of life. New issues concerning the origins and nature of negativism are raised in the light of recent findings concerning attachment, autonomy, and temperament. Special attention is given to the development of "No" and symbolic negation.…

Reviews recent advances in microtechnology and describes the impact they will have on computer aided instruction and learning. It is suggested that distributed systems based on network technology will become widespread, and computer assisted guidance systems will be developed to assist new unskilled users. Eight references are given. (CHC)

Compared alternate forms of the Peabody Picture Vocabulary Test-Revised for (N=72) preschool children. Results indicated differences between Form L and Form M mean scores were nonsignificant for Whites, males, females, and the total group. For Black preschoolers, Form L was apparently more difficult to complete successfully than Form M. (Author)

The paper's primary purpose is to outline an experimental logic that (1) considers causally prior skills such as nonverbal IQ, vocabulary, and decoding, and (2) emphasizes the relative importance of component reading skills rather than simple differences between groups of good and poor readers. (Author/DB)

Construct organization was inferred from subjects' responses to a specially modified implication grid. Both developmental predictions and the validity of grid measures received excellent support from the analysis of children's theories of their peers as a function of their own age, sex and verbal intelligence. (Author)

Compared aptitude, vocational, and personality measures of high school dropouts with those of a normative population. Also studied the relative contribution of selected variables to achievement. Suggests that achievement motivation, social class, and the institutional impact of the school must be examined to identify reasons for academic failure.…

Reports data on the predictive utility of the WISC-R factor scores for Native American Navajos and examines the diagnostic utility of the FD scores as a correlate of academic achievement. Results indicate limited utility of the WISC-R factor scores in predicting academic achievement for Native American Navajos. (Author/RC)

Critically examines a study reporting that children who had attended infant and preschool programs had significantly higher rates of meeting school requirements than did controls, and that IQ measures taken on the same subjects showed large initial gains which vanished five years after preschool completion. Includes rebuttal by original…

The McCarthy Scales of Children's Abilities (MSCA) General Cognitive Index provides a good measure of cognitive ability of exceptional children. The verbal and motor scales also seem valid. Interpretation of remaining scales should be made cautiously as scales may not accurately measure abilities of exceptional children. (Author/JAC)

The Wechsler Intelligence Scale for Children-Revised (WISC-R) Comprehension, Arithmetic, and Object Assembly and McCarthy Quantitative and Memory Indices were most sensitive to learning disabled students' achievement. Conversely, the WISC-R Similarities and Arithmetic and the McCarthy Verbal Index were most sensitive to achievement of nonlearning…

In the first of two experiments, 20 retarded young adults were compared on a simple discrimination task with 10 nonretarded students of the same CA. Patterns of reaction time were interpreted as indicating differences between the groups in response strategy, with retarded persons responding on the basis of little stimulus evidence. (Author/CL)

The author demonstrates how schools reflect our cultural tradition by giving low status to forms of consciousness and intelligence related to the arts. He discusses forms of representation and modes of conceptualization, arguing for the adoption of a broader view of cognition, that values the full range of student aptitudes. (SJL)