Suggests that the general ability structure for retardates is more complex than the structure for normals, containing a "stimulus trace" factor in addition to verbal-educational and spatial-perceptual parameters. (RL)

Multiple-intelligences theory (MI) explores how cultures and disciplines shape human potential. Both MI and learning-style theories reject dominant ideologies of intelligence. Whereas learning styles are concerned with differences in the learning process, MI centers on learning content and products. Blending learning styles and MI theories via…

Robert Sternberg's triarchic theory of intelligence presupposes that students exhibit at least three kinds of intelligence: creative, practical, and analytical. Staff at the Wake County (North Carolina) School System designed learning activities to give students balanced experiences and a time to shine in the learning mode that suits them best.…

Distinct from academic intelligence, successful intelligence is the acquisition and use of what one must know to succeed in a particular environment. People with high successful intelligence know their own strengths and weaknesses; are goal-oriented, highly motivated, and efficacious; follow through; own and assume responsibility for their own…

This article considers whether educators, in the quest to serve the identified gifted students, have diluted the concept of giftedness so much that the needs of truly gifted children remain unmet. It explores the watering down of the concept of giftedness and discusses scientific evidence on the heritability of intelligence. (Contains references.)…

Nonverbal IQs were greater than verbal IQs for children (ages 3-7) on the Stanford-Binet: IV (n=53). However, WISC-III verbal and nonverbal IQs were similar for older children, 6-15 years of age (n=63). Stanford-Binet: IV profiles were generally consistent for the low-IQ and high-IQ groups with high scores on visual matching tests. (Contains…

Compared area scores from short-form version of Stanford-Binet Intelligence Test (Fourth) with those from long form for 33 gifted children. Found three of five mean difference contrasts were significantly different and correlation coefficients between corresponding area scores and Test Composite were statistically significant. Suggests that…

Discusses differential and information processing theories of intelligence and the problems of measuring intelligence. Considers the influence of sociocultural factors on the test performance of individuals and the procedures which have been suggested to reduce bias. (RJC)

Validity of the Cognitive Levels Test (CLT) was evaluated by correlating test scores of 48 gifted 10-year-olds with scores on the Stanford-Binet intelligence scale as preschoolers as well as with scores from the California Achievement Test. Results indicated high degrees of CLT validity in both measuring cognitive ability and predicting academic…

This paper discusses applications of intelligence tests in schools, considering Binet's original warnings that his tests were primarily useful for identifying students needing intervention and inappropriate for classifying normal students. American applications of Binet's work for ranking are seen as stages of shifting from remedial to custodial…

This response to a paper by Linda Siegel (EC221505) discusses research on the relationship between social skills and Intelligence Quotient or academic performance. The research indicates that it is erroneous to assume that Intelligence Quotient or academic achievement account for the social problems of children with learning disabilities. (JDD)

This commentary re-examines Linda Siegel's four basic assumptions (in EC221505) inherent in the Intelligence Quotient-achievement discrepancy commonly used to define learning disability. The commentary also discusses the uses of alternative measures of intelligence and the role of Intelligence Quotient in the identification of learning-disabled…

These concluding comments on the series of articles introduced by Linda Siegel's paper (EC221505) summarize the bases for disputing the utility of intelligence tests. The learning disabilities field's resistance to abandoning use of Intelligence Quotient tests is also acknowledged, and improved assessment measures and further research are called…

Compared Stanford-Binet (Fourth Edition) and the Wechsler Intelligence Scale for Children-Revised as instruments for assessing the intellectual strengths and weaknesses of students (N=35) classified as learning disabled in elementary and secondary grades. Results suggest the tests will yield similar intelligence quotients for the learning disabled…

Explains many well-known problems associated with trying to correlate "intelligence" measures with measures of "race," such as reification, circular arguments, biological definitions of race, comparison of individual and group differences, correlation versus causation, intelligence quotient heritability, and ideology/social…