Performed confirmatory factor analyses on the standardization data for the Wechsler Intelligence Scale for Children and the Wechsler Intelligence Scale for Children (Revised) to test competing two- and three-factor hypotheses. Results slightly favored the three-factor solution, but must be weighed against the greater convenience of the two-factor…

This investigation analyzed the diagnostic utility of subtest scores in differentiating between underachieving children and children who were adequately achieving. The use of derived classification equations from group statistics in individual diagnosis led to dramatic levels of misclassification among underachieving students. (Author/CTM)

A hierarchical factor analysis of 430 pupils' scores was performed on a matrix of correlations between three measures of cognitive style (analytic-synthetic; field independence; leveling-sharpening) and achievement in mathematics, geography, and English. Findings provide some support for the independence of cognitive style from general…

Inter-rater reliability of the Goodenough-Harris and McCarthy Draw-A-Child scoring systems was examined for a sample of 60 children, including 20 school-labeled learning disabled, 20 mentally retarded, and 20 normal children between the ages of six and eight-and-one-half years. (Author)

The Sarason Test Anxiety Scale was administered to students immediately after a course examination and to other students after a regular class period. A significant relationship between test anxiety and examination scores was obtained for the former group, and no significant relationship was found when intelligence was partialed out. (Author)

This study attempts to explicate the manner in which motivation and intelligence interact in the production of creative responses in low-creative subjects. Results showed instructions to respond creatively and verbal reinforcement to be important in increasing creativity in such students. (GK)

As part of a longitudinal study, a randomly selected group of 82 British adolescents were tested on both WISC-R and academic attainments. This paper reports the relationships between WISC-R and attainment and results on the CSE and ECE examinations. (Author/SJL)

The Haptic Visual Discrimination Test of tactual-visual information processing was administered to 39 first-graders, along with standard intelligence, academic potential, and spatial integration tests. Results revealed consistently significant associations between the importance of parieto-occipital areas for organizing sensory data as well as for…

In a review of heredity v environment theories, the author concludes that no individual, regardless of potential, can approach the full development of his or her abilities without exposure to an enriched environment. (Editor/SJL)

Inmates score significantly lower on the second edition (BETA II) than on the first edition (BETA I), regardless of the order of administration. BETA I score distributions were unaffected by the order of administration. BETA II score distributions depended on whether BETA II was administered first or second. (Author)

School achievement of 173 female Filipino high school students (ages 11--13) significantly correlated with IQ. IQ accounted for 41 percent of the variance in school achievement; self esteem increased this to 44.9 percent. (Author/DB)

The General Information subtest of the Peabody Individual Achievement Test (PIAT) was compared with the Information subtest of the Wechsler Intelligence Scale for Children-Revised (WISC-R) to determine the utility of the PIAT subtest for screening purposes. It was concluded that a high correlation existed. (Author/CTM)

Outlines a componential theory of intelligence and describes how this theory might complement different factorial theories of intelligence. Discusses the respective uses of components and factors in educational theory and practice. (Author/GC)

Hereditability of the two second order intelligence factors gc and gf was studied using the MAVA design in 470 brothers reared together, 94 identical twins reared together, 124 fraternal twins reared together, and 1543 boys (fluid intelligence) and 2579 (crystallized intelligence) unrelated. All were in the 12-18 age range. (Author)

Skill theory attempts to provide tools for the prediction of developmental sequences in any domain at any point in development. The theory suggests a common framework for integrating developmental analyses of cognitive, social, perceptual/motor skills, and behavioral changes in learning and problem solving. (Author/GK)