This article discusses the research and concerns of Leta Hollingworth (1886-1939) on the development of highly gifted (Intelligence Quotients above 180) children, including such issues as privacy, schooling, play and socialization, discrepancies in development, and financial constraints on families. (DB)

The study of implementation of supported employment by adult service agencies found that disabled clients with higher intelligence quotients received less complete support services but earned higher wages. Vocational service agencies that spent more time developing jobs seemed better at matching job requirements with clients' skills. (Author/DB)

An intelligence test and several oral reading tasks were administered to 87 post-kindergarten children (mean age of six years, four months) with high achievement ratings to describe the cognitive correlates of precocious reading achievement. The structure of individual differences in reading subskill patterns compatible with precocity were also…

Tested the I.Q.s of 195 children and their adoptive mothers to confirm results of a previous study which showed that the absolute difference between birth mothers' and adoptive mothers' I.Q.s was negatively correlated with adopted children's I.Q.s. Results suggest that the correlation may be artefactual. (RJC)

Asserts that fragmentation of academic disciplines handicaps efforts to deal rationally with problems arising from group differences in general intelligence. Contends that open discussions like those appearing in this special journal issue are necessary, and illustrates arguments through comments on moral, scientific, and legal concerns addressed…

The article reviews the development of infant cognitive assessment and describes selected tests. Considerations in choosing, administering, and interpreting the results of infant intelligence/cognitive assessment instruments are outlined. The usefulness of cognitive assessment is discussed as are new approaches to assessment. (Author/DB)

Studies involving groups administered the Wechsler Adult Intelligence Scale (WAIS) and the WAIS-Revised were examined to determine the validity of J. R. Flynn's (1987) findings of massive intelligence quotient gains in a single generation in many nations. Results for sampled adults support Flynn for the average intelligence range only. (TJH)

This study of 60 special education children found that Wechsler Intelligence Scale for Children-III (WISC-III) scores correlated significantly and positively with the Wide Range Achievement Test-3 (WRAT-3). Correlations between the two tests were much higher than those reported in test manuals. Mean WISC-III scores were consistently higher than…

Introduces the journal's current invitational issue, the topic of which is the development of rationality and critical thinking. The issue hints at the future of research on the topic and does not stress corroborated theory. The introduction provides a brief overview of the six research articles in the issue. (BC)

Examined disciplinary careers of inmates identified as mentally retarded, borderline intellectual functioning, and intellectually normal. Findings suggest that throughout most of incarceration, rate of disciplinary involvement of mentally retarded inmates is not significantly higher than that of their nonretarded peers. Found no statistically…

Addresses philosophical grounds for artificial intelligence (AI) and cybernetic models by investigating three epistemological views--realism, a priorism, and phenomenology--to determine the problems in information transfer between a model and the real world. It is suggested that phenomenology demonstrates the most promise for opening up…

Discusses Bauman's (1991) evaluation of stability of Wechsler Intelligence Scale for Children (Revised) IQs in children with learning difficulties. Argues that some procedures produced magnified estimates of instability. Presents reanalysis of data that suggests that, although stability coefficients were high, approximately 25 percent of sample…

Profiles and interviews Howard Gardner, a cognitive psychologist, researcher, and educator, who addresses the cognitive processes and development of children and education in his writings. Discusses different kinds of intelligences and how to promote them in children. (PRA)

Connectionist models view knowledge as a network of interconnected elements. Explains connectionism and proposes it as an alternative to the classical view of rule-based cognition. Educational and theoretical implications are discussed. (CJS)

Examined student records of 130 children with learning difficulties who had been tested twice to determine the stability of Wechsler Intelligence Scale for Children-Revised (WISC-R) scores over time. Results suggest that the intelligence quotients in this population are not as stable as was previously thought, and this may provide rationale for…