The relationships between literacy, intellect, and university disciplines are explored through examples attempting to distinguish intellect from intelligence and the high-grade literacy of university disciplines from its commonplace counterpart. (MT)

The moral judgments of three groups of children were compared: mildly educationally subnormal (ESN(M)) children who are also maladjusted, stable ESN(M) children, and stable children of approximately average intelligence. Results showed intelligence to be the determining factor. Intellectually less able children scored less well on a test of moral…

A study compared intelligence scores of three groups of Israeli deaf children--23 with deaf parents/deaf siblings and manual communication (DpDs), 76 with hearing parents/deaf siblings, and 144 with hearing parents and siblings. The DpDs children were superior to other deaf children and comparable to hearing children on most intelligence measures.…

Four separate studies of (1) kindergarten teachers, (2) graduate students, (3) elementary teachers, and (4) preservice teachers measured the relationships between individual cognitive style and preferred instructional environment (student-centered or teacher-centered). The author expresses some concern that more intelligent subjects preferred…

Correlations between elementary sensory tasks and IQ scores support Galtonian theories of intelligence, which emphasize speed of signal encoding and transmission in the nervous system. Research involving 73 male Navy recruits indicates that such theories are warranted only when elementary tasks are viewed separately. Task complexity in…

Investigated Kaufman's procedures for determining intersubtest scatter on the Wechsler Intelligence Scale for Children-Revised by means of Sattler's revised tables for determining significant subtest fluctuations. Results indicated that Sattler's revised tables yielded more conservative estimates of subtest scatter than those originally reported…

The triarchic theory of intelligence (Sternberg et al.) includes three types of intellectual elements: metacomponents, performance components, and knowledge-acquisition components. Recent research on metacognition and giftedness and on availability and flexibility of cognitive style indicates that interaction among all these elements may provide a…

Learning Preference Inventory scores of gifted children (N=400), learning-disabled (LD) children (N=55) with intelligence quotients of 90-114, and LD children (N=22) with an intelligence quotient above 115 indicated that intelligence level and learning styles should both be considered when planning a successful individualized approach for a LD…

Ratio developmental quotients from Bayley Scales administered after age 30 months were compared to Stanford Binet IQs secured later for 42 mentally retarded children. Means were almost identical suggesting use of Bayley ratio quotients with children too old for the Bayley norms and too retarded for the Stanford Binet. (Author/DB)

Confidence intervals for the 80, 85, 90, and 95 percent levels of confidence are presented for the Peabody Picture Vocabulary Test-Revised (PPVT-R) using the estimated true score and obtained score based methods. Separate tables are provided for ages 2-1/2 to 18 and ages 19 and above. (Author/VW)

By comparing the profile of "g" loadings for a set of psychometric test scores, it is shown that general intelligence is related to timed performance measures from perceptual-motor tasks, more strongly on more complex tasks. The profile of the "g" loadings was predictable from the response-time (RT) psychometric test time correlations for four RT…

Analysis of Wechsler Intelligence Scale for Children-Revised protocols for identified gifted, high IQ, and average children (total N=599 and ages 5-16) identified a four-factor solution for the gifted sample (Perceptual Organization, Verbal Comprehension, Acquisition of Knowledge, and Spatial Memory). Results suggested gifted children process…

Concludes that intelligence scores are consistently lower for adults who are heavy television viewers. (FL)

This study is a concurrent validation of Level II of the Wide Range Achievement Test-Revised (WRAT-R) using the Wechsler Adult Intelligence Scale (WAIS) Verbal, Performance, and Full Scale IQ scores as criterion measures. Forty-five subjects were administered the WAIS-R and WRAT-R and their scores correlated. (Author/LMO)

Reports on the relatively new field of artificial intelligence and its relationship to vocational education. Compares human intelligence with artificial intelligence. Discusses expert systems, natural language technology, and current trends. Lists potential applications for vocational education. (CH)