Reports on a study to assess the abstract reasoning ability of 449 subjects in six distinct groups ranging from fifth graders to college physics teachers. Findings imply that intellectual development in abstract reasoning, as defined by the instrument used in this study, reached a plateau in the high school age group and did not progress much…

This paper was presented at the Biennial Meeting of the Society for Research in Child Development, Santa Monica, California, March 25-29, 1969. (DR)

Illustrates techniques for the development of thinking skills, using the processes of observation, recall, information processing, and concluding. (SK)

The results of studies regarding intelligence in infancy are reviewed, and are compatible with Sternberg's findings on intelligence in adulthood. It is suggested that a major aspect of intelligence--attitude toward and performance with novel kinds of concepts--is continuous in nature throughout the life span, but requires different measurement…

Discusses the emotional and intellectual needs of adolescents and suggests that a testing program should address itself to the developmental needs of students and to the contributing environment. For example, testing could involve both an oral approach and an audiovisual component. (KC)

Three national evaluation efforts--Head Start, Follow through Planned Variation, and Head Start Planned Variation--are reviewed to examine their effectiveness concerning the trainability of intelligence in disadvantaged children during preschool and elementary grades. The evidence on the effectiveness of these projects is highly controversial, but…

Increased frequency and higher magnitude of correlations for siblings and the stability over time of the correlations among the data for siblings underscore the possibility of a genetic basis for the similarity of intellectual functioning among siblings. (Author)

A reanalysis of a structural equation model of the development of intellectual abilities is presented. The original model emphasized four different constructs of intelligence; the reanalysis emphasized a general factor model. (Author/JKS)

The wide range of practical thinking skills are teachable and learnable. By treating thinking as a teachable subject, trainers can help people develop and increase their brain power. (SK)

Describes a model reading program for the elderly. The program encourages the aged to revive dormant interests and explore new vistas as major prerequisites to personal fulfillment. The goal was to identify an instructional plan that motivates the elderly to seek intellectual, physical, or spiritual renewal through reading-related exercises.…

Urges language arts teachers to assign literature and classroom activities that provide practical knowledge about the world of work, the realities of social change, and the resources that will aid students to grow intellectually and emotionally. (DD)

Piaget has stated that the child's active manipulation of objects is a necessary part of teaching for intellectual development. But this appears to be contrary to empirical evidence. From a review of literature, it is concluded that Piaget's insistence on physical activity, and his dismissal of observation, are excessive. (Editor)