The author explores the cultural biases of I.Q. tests and their implications for education. Culture specific tests are also discussed as a possible alternative to both standard and culture free I.Q. tests. (RP)

This study assesses 78 emotionally disturbed children on the Wechsler Intelligence Scale for Children (WISC) and the revised edition of the Illinois Test of Psycholinguistic Abilities (ITPA) to demonstrate the relationship between the two tests and determine which revised ITPA subtest scores best predict the children's WISC Full Scale, Verbal and…

Discusses the nature-nurture controversy as a manifestation of the underlying assumptions of American education. Suggests these assumptions are neither desirable nor necessary for our society and educational system. (ST)

Suggests intelligence tests are culture bound and as such miss many abilities particularly those of minority groups. (ST)

Two batteries of creativity tests measuring traditional'' creativity and creativity as defined by Wallach and Kogan were factor analyzed along with measures of verbal and non-verbal intelligence. (Authors)

Discusses the controversial views of Harvard psychologist Richard Herrnstein, one of the more intellectually respectable of a recent crop of scientific apologists for social inequity." (Author/DM)

In addition to ethnic origin, the subjects were further grouped by social class, middle and lower only. Social Class was a more important factor than ethnic origin in WISC differences; and, nonverbal ability differences (Cohen factors) were found to relate only to S's membership in a particular social class." (DB)

The equality of Negro and Caucasian intelligence is questioned. (CK)

Attempts to fill research gap on testing by obtaining comparisons of deviation scores, at grade levels four, seven, and ten, from the California Test of Mental Maturity, Henmon-Nelson Tests, and Lorge-Thorndike Intelligence tests. Results tabulated. (CJ)

The relationship between nonverbal intelligence and English language ability was examined in 25 deaf children between the ages of 6 and 10. Subtests which require visual memory consistently entered the multiple regression equations as the best predictors of language performance. (Author)

The usefulness of the Peabody Individual Achievement Test General Information subtest as a general screening instrument with non-retarded subjects is shown in a study of concurrent validity between the subtest and the Wechsler Intelligence Scale for Children-Revised. Correlations between the instruments in two intelligence groups are discussed.…

Examined the reliability and predictive validity of the WISC-R with Navajo children (N=40). Internal consistency reliability estimates of WISC-R subtests as well as composites were found to be low for the Navajo subjects. The predictive validity of the WISC-R IQ scales was similarly found to be very low. (Author)

Provides a partial characterization of the nature of language aptitude through correlations and factor analyses of the Modern Language Aptitude Test and Primary Mental Abilities Test. Also discusses whether second-language learning ability is better conceptualized as a unitary or a composite factor. (EKN)