The article introduces the special issue of the journal on the issue of intelligence testing as it applies to the identification of gifted students. (Author/CL)

The author argues that intelligence testing is an invaluable and irreplaceable tool for identifying gifted children and obtaining a measure of the urgency of their special educational needs. He also offers ideas for how parents of exceptionally gifted children can create an environment in which their children's gifts can flourish. (Author/CL)

Critiqued is Menard's and Morse's claim (AJS v89 p1347-78 May 1984) that the correlation of IQ with delinquency is not because IQ exerts any causal influence on delinquent behavior but because, in certain institutional settings (the schools), it may be selected by the institution as a criterion for differential treatment. (RM)

Harry and Minor (AJS v91 n4 p956-62 Jan 1986) raised questions concerning the logic, sampling, statistical analysis, and specification in a study of the relationship between IQ and delinquency. A response is made to their many questions. (RM)

The article reviews the origins of the intelligence testing movement in the U.S., discusses the difficulties inherent in measuring intelligence, and considers alternatives to current LD identification procedures. (CL)

This article describes the Kaufman Adolescent and Adult Intelligence Test (KAIT), emphasizing its theoretical base and the distinction between crystallized and fluid intelligence. It presents a synopsis of standardization data as well as reliability and validity data. Several uses of the KAIT are described with two case studies presented to…

This research report tends to say that gifted students will make more effective teachers than non-gifted students. (Editor)

This study is concerned with the determination of relationships between the 1960 Revised Stanford-Binet Intelligence Scale, the Lorge-Thorndike Intelligence Test, and the Iowa Tests of Basic Skills. The primary objective of the investigation was to determine the predictive validity of the 1960 Stanford-Binet over a period of eight years. (Author)

This study investigated patterns of WISC performance of children with serious school learning and adjustment problems. WISC scores of mentally retarded, learning disordered, and hyperactive learning disordered children were analyzed in terms of three categories of subtests to reflect process or functional aspects of intellectual performance.…

Attempts to show that the purportedly scientific'' empirical basis of credentialism and I.Q.-ism'' is false; and to facilitate linkages between the groups who are being discriminated against the workers' movements within the white male labor force, by showing that the same mechanisms are used to divide strata against one another so as to…

Presented is a rationale for producing intelligent behavior through operant conditioning rather than predicting it by means of standardized intelligence tests which are said to require circumstances explicitly precluding intervention. (GW)

After administration of the Wechsler Adult Intelligence Scale (WAIS) and the Wechsler Intelligence Scale for Children (WISC) to 120 adolescents, it was found that higher scores were produced on the WAIS in the group with less than average intelligence, and by the WISC in the other groups. (Author/KJ)