A behavioral effectiveness criterion was employed to conceptually and operationally define social intelligence. Using Keating's "A Search for Social Intelligence" as a methodological model, the present study examined four measures of academic intelligence and six measures of social intelligence using three different correlational procedures.…

Forty untrained mildly mentally retarded and 32 untrained nonretarded junior high school students were given eight trials of practice on a self-paced memory problem with lists of letters or words. (Author)

Estimates of the validity of random short forms can serve as benchmarks against which to appraise the validity of particular short forms. Formulas are presented for estimating the validity of random short forms and illustrated with Wechsler Adult Intelligence Scale-Revised (WAIS-R) and Minnesota Multiphasic Personality Inventory data. (Author/CM)

The bivariate normal distribution can be used to determine the prevalence of reading disabilities when the primary variables are reading achievement and IQ and when the correlation between reading and IQ is known or can be estimated. The advantages and diadvantages of the bivariate normal distribution are discussed. (Author/CL)

Examines the test results of the Spanish McCarthy and the Spanish SESAT for two groups (50 children in Puerto Rico and 50 Puerto Rican children in Lancaster, PA) in order to determine if the Spanish version of the McCarthy provides a reliable and valid measure of the abilities of Spanish-speaking children. (EKN)

Categorizes results of various studies on the effects of educational placement on measured self-concept functioning of retarded pupils. Suggests that IQ, reading ability, and the ability to make social comparisons may be valuable predictors of self-concept functioning of retarded students in various educational settings. Recommends criteria for…

Reviews five books that deal with astronomy, space travel, computers, and robots. (AEA)

Describes how black scholars countered racist conclusions from mental test data and highlights the black critique by focusing upon the decade when the nature/nurture controversy was at its zenith. The paradox of blacks' simultaneous critique and use of mental tests is explored in relationship to problems raised in the sociology of knowledge. (RH)

Recent literature suggests a causal link between malnutrition and impaired cognitive development. A selective literature review indicates that the presence or absence of such a link cannot be established. A reanalysis of an experiment indicated after four years of treatment there was no association between cognitive and nutritional status.…

Explored the relationships of the Revised Peabody Picture Vocabulary Test (PPVT-R), Peabody Individual Achievement Test, and the McCarthy Scales of Children's Abilities in elementary students. The PPVT-R appears to be most appropriate as a brief measure of verbal comprehension, rather than a substitute for the McCarthy scales. (JAC)

Examines recent developments in the American debate over heredity and environment. (RM)

Studied the number of eye fixations as a reliable external indicator of internal cognitive processes when undergraduate subjects are unaware that their eye movements are being monitored electronically. A relationship between posttest scores and the number of eye fixations was found. Twenty references are listed. (FM)

Younger (N=30) and older adults (N=30) performed the picture completion and picture arrangement subtests of the Wechsler Adult Intelligence Scale under three conditions of stimuli size: standard, larger than standard, and smaller than standard. Size of stimuli did not influence the test scores of younger or older adults. (Author)

Describes the three major strategies for development of Wechsler Scales short forms. Presents an overview of the available validity data. Offers recommendations for future validity research. Concludes that while Wechsler short forms may be useful as research instruments, their clinical applications are extremely limited. (Author)

The four basic methods of quantifying severe academic discrepancy to determine learning disabilities are evaluted in terms of ease of administration, measurement errors, regression effects, years in school, changes in variation of achievement scores at different grades, comparability of norms, incidence, and treatment of IQ/achievement…