A definition of giftedness is proposed based on the constructs of intelligence, creativity, and problem solving. Research on relationships among intelligence domains and problem-solving processes is summarized, with specific findings concerning problem-solving processes used by children versus adults, by gifted versus average individuals, and…

This study examined differences between Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and Wechsler Intelligence Scale for Children-Revised (WISC-R) scores for 40 elementary students with learning disabilities. WISC-III Full Scale, Verbal, and Performance scores were lower than comparable WISC-R scores by one-third to one-half a…

Criticizes claims in "The Bell Curve" that a high value for heritability of intelligence constrains the extent to which environmental changes can increase intelligence. Cites adoption studies and the increasing intelligence of successive cohorts of U.S. children as evidence that intelligence can increase substantially without heroic…

Criticizes Herrnstein and Murray for their lack of respect for the truth, displayed throughout "The Bell Curve"; their willingness to encourage disharmony between groups they identify as cognitively different and to foment fear and distrust of an alleged underclass portrayed as dangerous and beyond help; and their lack of interest in…

This article notes the failures of traditional deficit models of learning disabilities and considers, instead, possibilities of Howard Gardner's theory of multiple intelligences. It summarizes findings on talents of students labeled learning disabled, evidence of their abilities, implications of these for schools, and preliminary recommendations…

Reported the regrets of intellectually gifted subjects to determine if the nature of their regrets mirrored those reported by the general population. Analysis of survey responses of subjects (mean age=74) revealed that, like the population as a whole, they harbored more regrets of inaction than regrets of action. (RJM)

This commentary on a paper by Douglas Detterman and others (EC 604 995), which tested a model assessing basic cognitive abilities in young adults with and without mental retardation, criticizes the paper for drawing conclusions not justified by the empirical results. (JDD)

Robert J. Sternberg's research on cognitive style and model of "mental self-government" at all educational levels have led to a pilot elementary/secondary curriculum to help students develop common sense and practical judgment as well as intellect. The interinstitutional effort between Yale and Harvard universities includes Howard…

Reviews the major contributions of Alfred Binet. Explains why the fame of the Binet-Simon Intelligence Scale was so long lasting whereas that of his other contributions was so fleeting. Discusses implications of his contributions for current efforts to formulate unified theories of cognition and cognitive development. (Author/GLR)

Proposes that educational researchers consider the implications of a new psychological concept, dysrationalia: the inability to think and behave rationally despite adequate intelligence. The paper argues that researchers need an intuition pump, or prompt, like dysrationalia to aid in reconceptualizing intelligence because I.Q. tests do not measure…

Investigated correlations between two intelligence measures for exceptional children. Corrected correlations between the tests indicated differences with correlations reported in one manual. Relationships were generally higher than those reported elsewhere. Implications are discussed, especially those involving the use of correlations between…

Describes a Saint Louis elementary school's successful application of Howard Gardner's multiple intelligences theory. What began as a discussion of the nature of intelligence has resulted in a revised curriculum, varied instructional techniques, alternative assessment (using a combination of portfolios, progress reports, profiles, demonstrations…

Administration of nonverbal IQ tests to 12 children with normal language and 12 with language impairments (ages 8-10) revealed that the children with language impairments had lower scores than controls, and that nonlinguistic deficits of children with language impairments adversely affected their responses to specific types of items on nonverbal…

A psychobiosocial model that is based on the inextricable link between the biological bases of intelligence and environmental events is proposed as an alternative to nature/nurture dichotomies. Societal implications and applications to teaching and learning are suggested. (MMU)

The theory of multiple intelligences (MI) says that everyone has certain ways that they learn best. The eight intelligences are verbal/linguistic, musical/rhythmic, bodily/kinesthetic, logical/mathematical, visual/spatial, interpersonal, intrapersonal, and naturalist. This paper explains how to start teaching the MI way, presents a survey to…