Anthony's theory of the development of extraversion in children requires that there should be a negative correlation between extraversion and intelligence after age 13 or 14. To test this Raven's Progressive Matrices and the Junior Eysenck Personality Inventory were administered to 801 adolescents. Findings did not support Anthony's theory.…

Shows that of self-concept, birth order, intelligence, sex, position in family, family size, age, and socioeconomic status, only intelligence was significantly related to reading achievement. (FL)

The validity of the Slosson Intelligence Test (SIT) relative to the California Short Form Test of Mental Maturity and the Shipley-Institute of Living Scale was investigated on a sample of college students. Results supported the validity of the SIT. (Author/JKS)

The issue of factor indeterminacy in factor analysis has been the subject of considerable debate in recent years. The same issue was also discussed widely in the 1920s and 1930s. The history of the issue, the literature on the subject, and parallels between early and modern work are discussed. (Author/JKS)

Proposed three criteria to distinguish calendrical savants whose skills depend on memory from those who calculate and applied these to 10 calendrical savants. Results are discussed in relation to views that calendrical savants imply the existence of a modular mathematical intelligence or unconscious integer arithmetic. (SLD)

Describes a knowledge management system that was developed to help provide structure for dynamic and static data and to aid in the analysis of complex experimentation. Topics include quantitative and qualitative data; mining operations using artificial intelligence techniques; information architecture of the system; and transforming data into…

Issues of concern are definition of giftedness and intelligence, identification procedures, underrepresentation of certain populations in gifted education, and teacher preparation. The gifted education field has a wealth of research and practice that can aid regular education teachers. (SK)

Studied the emergence of general cognitive ability ("g") in early development and its genetic developmental etiology in 6,963 pairs of twins at 2, 3, and 4 years. Findings show phenotypic "g" to be evident early in life, with genetic influence less in early childhood than in middle childhood or after adolescence and that…

Investigates long-term stability of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) for children with specific learning disability (SLD), serious emotional disability (SED), and mental retardation (MR). There were no differential effects of disability groups on long-term stability coefficients. Stability coefficients for Full…

Studied the nature and structure of implicit intelligence theories of 384 Korean adults in 2 experiments, and examined Koreans' use of these implicit theories in a third experiment involving 52 adults. Results suggest that Korean adults emphasize social skills in implicit intelligence theories to a greater degree than did participants from several…

Studied the complementary nature of Illinois Test of Psycholingusitic Abilities (ITPA) and Wechsler Intelligence Scale for Children Revised (WISC-R) in a sample of 60 language-impaired children. Results suggest that the ITPA is more sensitive to differences in children's verbal and performance abilities than the WISC-R. (SLD)

Although organizations are attempting to harness emotional intelligence, social constructivist and psychoanalytic perspectives suggest that this is problematic. Emotions deriving from deep unconscious sources (e.g., anxiety) may be impervious to learning. (Contains 33 references.) (SK)

Studied the factors underlying the aging effects seen on the Wechsler Intelligence Scale for Adults-Revised (WAIS-R) and the scale's third edition (WAIS-III) using the French standardization samples of 1,104 for the WAIS-III and 1,000 for the WAIS-R. Results show that the observed decline in scores for both tests cannot be fully explained with a…

Eighty-six adults (mean age 26 years) with learning disabilities were evaluated clinically using the Wechsler Adult Intelligence Scale-Revised (WAIS-R). Significant relationships were identified between subjects' WAIS-R intelligence quotients and scaled scores and job success. (Author/DB)