The McCarthy Scales, which were designed to assess general intellectual abilities in the 2 1/2 to 8 1/2 age-range, are described and criticized on the basis of substantial experience in their use as a research instrument. It is concluded that they are particularly useful for the assessment of the preschooler. (Author)

Describes an ethological approach to the study of intelligence and results of observational research of problem-solving behavior in everyday situations. Nine toddlers and preschoolers were observed. Reactions to situations blocking ongoing behavior were recorded. "Blocks" included situations where the child wanted something that was…

Measures of locus of control, intelligence, and academic achievement were administered to a sample of male juvenile delinquents. All intercorrelations among the three tests were positive and significant. However, when the effects of intelligence were partialed out, achievement did not vary significantly for different levels of locus of control.…

WAIS subtset standard scores, IQ scores, and factorial deviation quotients were correlated with Bender Gestalt recall scores for 111 vocational rehabilitation clients. Results found that the Bender recall task could not classify Ss as to general intelligence level with greater accuracy than could be obtained with the WAIS Vocabulary subtest alone.…

This paper begins a construction of curricular history by addressing the social orientation of Thorndike's psychology and its implications for the curriculum field. (MM)

Subtest questions of the Wechsler Preschool and Primary Scale of Intelligence are ordered from least to most difficult. Test records of 89 females and 62 males revealed though questions were misordered for the present sample, misordering was not great enough to seriously affect subtest scores or interpretation of intratest scatter. (Author)

A short critique of a 1974 monograph. (MS)

A reply to a critique of an earlier paper by this author. (MS)

Defining successful intelligence as ability to adapt to environment to accomplish goals leads to radical reconceptualization of "good student." A project testing high school students for four kinds of achievement (memory, analytical, creative, and practical) discovered that students placed in instructional sessions matching their ability…

Factor models of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) for one, two, three, and four factors were tested using confirmatory factor analysis with a sample of 177 child psychiatric inpatients. The four-factor model proposed in the WISC-III manual provided the best fit to the data. (SLD)

Examines the hypothesis that some people are verbal learners and some people are visual learners. Presented a battery of 14 cognitive measures related to the visualizer-verbalizer dimension to 95 college students and then conducted correlational and factor analyses. Results have implications for how to conceptualize and measure individual…

Measures of emotional intelligence, vocational exploration, and career decision-making self-efficacy (CDMSE) were completed by 288 college students. Emotional intelligence was positively related to CDMSE. Utilization of feelings and self-control factors were inversely related to vocational exploration and commitment. Gender was not a moderator of…

Studied the constructs underlying the Ball Aptitude Battery (Ball Foundation; BAB) in 3 studies involving 329 and 365 adults and 175 ninth graders and in a reanalysis (study 4) of previous BAB data. Results show that "g" plays a significant but not dominant role in the BAB, which measures abilities needed for assessing person-job fit.…

Based on the construct of classical IQ, a model of the proportions of the population at various stages of cognitive development as a function of age is proposed. The model compares well with other theoretical models and provides evidence of the salience of the construct of general cognitive capacity. (SLD)

Increasingly, emotional intelligence is viewed as a leadership skill. Leadership development should encompass the acquisition of the skills and behaviors associated with it, building on a foundation of self-confidence. Teachers should develop and model these skills for students. (SK)