The article takes issue with the proposition of Christopher Jenks that educational equality is not an answer to economic/social inequality. Questions relating environment to I.Q. are dealt with. (JB)

The present report analyzed the scoring data from the original New York City Board of Education scoring guide (1941), and, in addition, a partial replication of the 1941 study is reported, as well as an analysis of scoring patterns among experienced and inexperienced examiners. Results indicate that examiners differ in their scoring of…

Recent developments and future prospects in the borrowing of biological principles to build problem solving relationships between human intelligence and the information storage and manipulation capacities of computers. Twenty-one references. (LY)

Authors demonstrate that a simple algebraic analysis renders previous interpretations superfluous, making overlap" a tautology and not a hypothesis. (Authors/MB)

Environmental influences were important determiners of aptitude and ability as measured by the Iowa Tests of Basic Skills in a twin study using black and white students. There were insufficient data to determine the relative contribution of environmental and genetic variance between races. (AL)

Research concerned with the analysis and correlates of mathematical abilities, conducted primarily during the past decade, is reviewed. It is concluded that certain specific abilities, in addition to general intelligence, affect performance in mathematics. (Author)

Clear-cut dichotomies in human nature rarely exist, intelligence and personality are inseparable, and the complexity and dignity of people require that they be treated as fellow humans, not as machines to be programmed." (Author/AL)

The necessity for integrating creative and rational personal qualities is emphasized. (CK)

The feasibility of using the Revised Beta Examination for assessing the intellectual functioning level of indigent Negro adults is examined. Findings suggest that the Beta holds some promise. (Author)

In comparing individual intelligence tests with individual reading achievement tests, it was found that the readingtests surpass individual intelligence tests in ability to predict successful graduation from regular high school classes for low achieving students. (Author/KJ)