120 children, most with a diagnosisof chronic encephalopathy, were selected from the psychology department of a Boston hospital in this attempt to replicate Orme's findings. Results indicate a clear curvilinear relationship with modest temperatures in the birth month being associated with high IQ, while both higher and lower temperatures are…

Fluency, defined as number of responses, has an important influence upon the interrelationships among a set of creativity scores. (CK)

Analysis of IQ's of 262 children and their 129 schizophrenic parents revealed no deleterious effects on the intellectual development of the children. (MH)

Mensa is an organization for people with high IQ scores (98th percentile), whose purpose is fostering intelligence for the benefit of humanity." (Author/RA)

The thought processes of an individual in relation to his left-or right - handedness are discussed. (CK)

This report provides additional evidence that the Quick Word Test (Level 2, Form AM) is valid for estimating adult mental ability as defined by the Wechsler Adult Intelligence Scale. The validation sample is also described to facilitate use of the conversion table developed in the cross-validation analysis. (Author/LY)

The article contains a test to check the reader's knowledge of myths and realities about giftedness. Among the statements are: Everyone is gifted in some way; The more intelligent child is also the more creative one; and The gifted are healthy, popular, successful persons. An answer key discusses each statement. (SB)

It is argued that skills displayed by savants are not intelligent and that H. Gardner's theory of multiple intelligences fails by overstating the relevance of savant skills and because it disregards research evidence for a general factor. Intelligence theory must compile a structure that accounts for savant skills and intelligence. (SLD)

Presents an alternative theoretical analysis of several analyses presented by R. Sternberg and his colleagues of studies designed to validate the Sternberg Triarchic Abilities Test. Makes the case that "g" theory is required to understand the relationships obtained by Sternberg and his colleagues. (SLD)

Responds to issues raised by R. Sternberg in his response to commentary on the Sternberg Triarchic Abilities Test. Presents a synopsis of the conclusions that should have been derived from data obtained by Sternberg and his colleagues about the construct validity of the measure. (SLD)

Discusses the research program construct validating the triarchic theory of successful intelligence and discusses objections raised to the triarchic theory and the criticisms of L. Gottfredson. (SLD)

Comments that R. Sternberg does not address criticisms previously made by L. Gottfredson, but rather discusses his theory of successful intelligence and answers only self-posed objections from unspecified critics. (SLD)