Investigated the validities of IQs obtained from independent administration Terman-Merrill (T-M) versus the rescoring method (SF) of the short form of the Stanford-Binet Form L-M. Results indicated that the T-M, depending on test sequence, correlated significantly different with the Full Scale Binet IQ than did the SF rescoring method. (Author)

This review of Arthur Jensen's "Bias in Mental Testing" focuses on alleged serious deficiencies in the book: errors of omission, problems with some arguments, misuses of methods, and insufficient rationale for the use of certain methods. The reviewer cautions against use of the book as an authoritative textbook. (CM)

Reviews the arguments supporting and opposing the idea that human intelligence can be improved. Research on the hereditary and environmental determinants of intelligence is examined. Problems in defining and measuring intelligence are discussed. (AM)

Investigated the utility of the Revised Beta as a screening device for low-functioning minority-group criminal offenders. Mean scores for this sample were correlated only mildly. This finding contradicts prior research and creates the need for caution in using the Beta as a screening device with this population. (Author)

Schools have a responsibility to match curricula to each child's needs and talent. While cognitive functioning is usually assessed to determine this match, motivation and adjustment are equally important determinants of intellectual competence and should also be evaluated. (Author/GC)

The authors discuss methodological and theoretical issues in psychological investigations of infant attention, fixation times, habituation, and intelligence. A consensus on how to measure individual differences in habituation has not been reached. The relation between IQ and attention is discussed. (RD)

Three of Guilford's measures of ideational fluency, and the Concept Mastery Test, a traditional verbal intelligence test, were correlated with a creative activities inventory. There were no significant differences between the predictive ability of ideational fluency and verbal intelligence measures. (Author/CP)

The Wechsler Intelligence Scale for Children--Revised was administered to 946 intellectually gifted students, 6 to 16 years old. The factor structure was remarkably similar to that reported for previously studied groups, thus supporting the test's validity. (Author/GDC)

Findings indicated that the Peabody Picture Vocabulary Test and the Revised Beta Examination should be administered as part of a battery to disabled students in special education rehabilitation units. It was concluded that this procedure would be more economical than administering the Wechsler Adult Intelligence Scale. (Author/DB)

A series of item analyses of the Concept Assessment Kit Conservation (Goldschmid) conducted for a sample of educable mentally retarded children showed that the probability of a correct response differed from task to task. Evidence indicated that the order of difficulty of the tasks resembled that for nonretarded children. (Author)

The major philosophical issues surrounding the concept of intelligence are reviewed with respect to the problems surrounding the process of defining and developing artificial intelligence (AI) in computers. Various current definitions and problems with these definitions are presented. (MP)

The process and history of the development of artificial intelligence is reviewed. Important achievements are noted. Limitations to possible breakthroughs in this field are noted from philosophers and mathematical logicians. (MP)

Four Wechsler subscales were administered in a longitudinal design to children from the Responsive Model Follow Through Program. On the first testing, subjects' average intelligence scores were significantly lower, but on subsequent tests equivalent to or higher than national norms, calling into question Deutsch's cumulative-deficit hypothesis.…

The author presents intelligence and learning as theoretically and empirically separate concepts. Examining Spearman's "g" factor and the evolution, phylogeny and psychometrics of intelligence, he concludes that "g" is of dominant importance in scholastic learning. He notes some implications for equal educational opportunity.…

The male academic, admitting that women are intellectually formidable, nonetheless feels women academics' claims to intellectual parity are fundamentally unsound. (DD)