Theories and models of artificial intelligence that may have applications in second language learning and instruction are described and their potential use is discussed. (MSE)

The potential application of "expert systems" to the diagnosis and assessment of special-needs children is examined and existing prototype systems are reviewed. The future of this artificial intelligence technology is discussed in relation to emerging development tools designed for the creation of expert systems by the lay public. (Author)

Good teacher decision making is the most basic skill in effecting positive student outcome. The quality of preactive, interactive, and postactive decisions can be greatly enhanced while reducing the effort required for training through the use of microcomputer training. The result will be an increase in student achievement. (MT)

Explored the relationship between the new Kaufman Assessment Battery for Children (K-ABC) and the Revised Peabody Picture Vocabulary Test (PPVT-R) Forms L and M for a sample of 30 predominantly Black Head Start children. The highest correlations occurred between the K-ABC Achievement Scale and the PPVT-R. (Author/NRB)

Examined the relationship between the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Wechsler Adult Intelligence Scale-Revised (WAIS-R) in 30 mildly retarded adolescents. The WISC-R was administered at about age 14 and the WAIS-R at about age 18. Results were comparable for both tests. (JAC)

Reviews the administrative features, uses, development, standardization, reliability, and validity of the Multidimensional Aptitude Battery (MAB), a new group intelligence test designed to be a paper-and-pencil parallel to the Wechsler Adult Intelligence Scale-Revised (WAIS-R). (BL)

Written in response to an article (Horn, 1983) that appeared in special Developmental Behavioral Genetics section of CHILD DEVELOPMENT (Volume 54), this commentary (1) notes some issues concerning Horn's analysis and interpretation of data and (2) highlights the potential for interpretational bias in behavior genetics research. (Author/BE)

In this rebuttal to Walker and Emory's commentary (also in this issue), Horn argues that the issue of the influence of environment on the average IQ of adopted children was well discussed in his article (Volume 54 of CHILD DEVELOPMENT). (BE)

Results of Snijders-Oomen Nonverbal Intelligence Test for 251 deaf and 101 hearing children in Israel included that (1) factor structure for total deaf group differs from that of hearing group; (2) differences in cognitive structure were evident by age level for deaf; and (3) differences exist between cognitive structures of hearing and deaf…

Investigated validity of two- and four-subtest combinations as estimates of Wechsler Adult Intelligence Scale-Revised (WAIS-R) Full Scale IQ among clients of low IQ (N=100). Concluded that the four-subtest form was superior as a screening device when complete administration of the WAIS-R is not feasible. (NRB)

In a longitudinal sample of three- through 11-year-olds, age-appropriate versions of the Matching Familiar Figures Test (MFFT) were administered. Uncorrected for attenuation, MFFT error scores were more consistent over time than MFFT latency scores for both girls and boys. Implications of results for validity of MFFT as a measure of cognitive…

Results indicated that school psychology and special education students and practitioners (total N=80) did not differ in their relative uses of the data in the decision-making process and that all Ss consisently made placements in least restrictive environments. (Author/CL)

Briefly discusses three different approaches to instruction and differences between education and training, and proposes a system for categorizing different types of instructional software currently available: memorization software for education (drill and practice) and for training (simulations), and performance aid software (intelligent computer…

Parents' reports on social competence and behavioral problems were obtained for 123 learning disabled boys aged 6-11. On average, the parents of LD boys reported significantly lower levels of social competence and more behavior problems than normative samples. (Author/CL)

Two samples of adult subjects of reasonably average intelligence were given IQ tests and a series of reaction time tests using 0, 1, 2, and 3 lists of information in a Hick paradigm. (Author/LMO)