The Jastak System of obtaining scores on "personality" dimensions is currently widely promoted. It is shown to be totally spurious, based on hereditarian doctrines long in disrepute, and dangerous in use. The promotional techniques used are also described. (Author)

Speed of performance on the Revised Block Design, Picture Arrangement, and Object Assembly subtests of the Wechler Intelligence Scale for Children was related to chronological age and problem-solving ability. Speed assumed a steadily increasing role with increasing age. Children who solved the items quickly were better problem solvers. (Author)

The test-retest IQs of 50 patients were correlated. The patients were included in the sample only because they had been given the Wechsler Adult Intelligence Scale before. The interval between test and retest averaged almost two years. All test-retest correlations were .90 or better. (Author)

Cluster analysis, applied to Carroll's cognitive theory, indicates that the obtained clusters make intuitive sense and imply that taxonomy is possible. Moreover, some clusters are similar to those suggested by other theories, especially the theory of fluid and crystallized intelligence. (Author/CP)

Some significant relationships were established between certain observable behaviors and Wechsler performance test scores earned by 104 hearing-impaired persons, all students or former students at a state residential school for the deaf. (Author)

The study compared the developmental patterns of listening and reading skills of 71 visually handicapped students in the fourth, fifth, and sixth grades of four residential schools for the blind. Grade level, age, intelligence, mode of reading, sex, socioeconomic status, and degree of visual impairment were treated as predictor variables. (Author)

The training of intelligence is considered as a component of early interventions. The Home-Oriented Preschool Educational (HOPE) experiment is examined, and a currently in progress long term followup study of it is described. (Author)

A theory of cognitive modifiability deals with the phenomenon of low cognitive performance, explains its etiology, and forms the basis for a remedial intervention--Instrumental Enrichment (IE)--that induces changes of a structural nature in adolescents. (Author)

Thirty kindergarten children with teacher-identified learning difficulties were matched for age, sex, and socioeconomic status with 30 children who were not experiencing any problems learning. The matched control group exhibited superiority on all A. Bannatyne categories. However, the predicted Bannatyne pattern for the group with learning…

To assess the utility and reliability of Bender test recall in children, 304 children (ages 5 through 14) were individually administered the copy and recall phases using Koppitz's directions. The recall phase was judged to be of doubtful utility in assessing intellectual functioning in children. (Author/SJL)

This study assessed the utility of Bannatyne's recategorization of the WISC-R with a group of 97 adjudicated adolescents who varied in intelligence. Findings affirmed the extension of Bannatyne's recategorization to samples other than genetic dyslexics and supported his major hypothesis of stronger spatial than sequential abilities. (Author/SJL)

The author discusses conclusions presented in two artcles by H. Vance et al. titled "Determining WISC-R (Wechsler Intelligence Scale for Children-Revised) Profiles for Reading Disabled Children" and "Developing Remedial Hypotheses from Ability Profiles." The validity of five distinct WISC-R profiles for reading disabled…

The authors reply to M. Miller's concerns regarding their work on Wechsler Intelligence Scale for Children-Revised (WISC-R) profiles for reading disabled children. Among the criticisms addressed are those dealing with subject sampling, Ss not fitting into the five WISC-R profiles, and factor analysis procedures used. (SBH)

The author responds to rebuttals by F. Wallbrown et al. regarding criticisms of their research on Wechsler Intelligence Scale for Children-Revised (WISC-R) profiles of reading disabled children. (SBH)

Explores how new, operational models of cognition processing developed in Artificial Intelligence (AI) can be applied in computer assisted instruction (CAI) systems. CAI systems are surveyed in terms of their goals and formalisms, and a model for the development of a tutorial CAI system for algebra problem solving is introduced. (Author)