The purpose of this study is to test the validity of Wechsler's hypotheses about the adolescent sociopath when they are applied to the WISC. (Author)

Article described boys with a record of irregular school attendance in terms of certain socio-demographic variables, examined the relationship between irregular attendance, I.Q., and other classroom 'problems', and considered the association between irregular school attendance and juvenile court appearance. (Author/RK)

This study was designed to investigate the differential effectiveness of Holland's Self Directed Search (SDS) as a vocational guidance tool for 166 junior-class students in a suburban regional high school. Congruence scores were developed for each student and were then compared to four variables. Results are discussed. (Author/EJT)

Concludes that these standardized tests of intelligence--the Peabody Picture Vocabulary, Raven's Progressive Matrices, Stanford-Binet, Wechsler Intelligence Scale for Children, Wonderlic Personnel Test, and most likely many other similar tests--show practically no evidence of differential culture bias for blacks and whites. (Author)

Evaluated with 198 grade 5 students, 94 of whom were classified as high socioeconomic status (SES) and 94 as low SES, were corrolaries of A.R. Jensen's distinction between Level I (associative learning) and Level II (conceptual learning) aspects of intelligence. (Author/DB)

Most students seem not to have learned the transformational grammar their teachers said had been taught.

Psychological labels are too often used by educators as a justification for ignoring student problems, rather than taking steps to help solve them.

Kirby and Das (EJ 182 444) dichotomized measures of individual differences and treated them as independent variables in an analysis of variance. Correlational analysis would have provided more powerful tests of their hypotheses. Interpretation of the dichotomized variables as independent, causal antecedents of their measures of intelligence would…

This study investigated the efficacy of predicting academic achievement as measured by the Wide Range Achievement Test, using the Slosson Intelligence Test For Children and Adults as the predictor. Results indicate that the Slosson IQ significantly predicts Wide Range standard scores. (Author)

A study involving 104 students (7-12 years old) was conducted to identify subgroups of reading disabled children on the basis of similarities in Wechsler Intelligence Scale for Children-Revised profiles, and to explore the implications of the obtained profiles from the standpoint of remediation and differential programing. (SBH)

Two types of quantitative Rorschach scales are discussed: first, those based on the response categories of content, location, and the determinants, and second, global scales based on the subject's responses to all ten stimulus cards. (Author/JKS)

The design of CAI for individualization of instruction and its relationship to broader educational systems is detailed. Effectiveness of CAI in various student populations and subject matter is presented, as well as design methods, and research studies in cognitive psychology and artificial intelligence are reviewed. (RAO)

States a case for a new system of evaluating student achievement. (Editor)

The author discusses the need for both vocational and general education, according to educational philosophers and others, and reflects on the possible moral power of career education to alter the existing industrial society. (MF)

Relationship between WISC-R subtest scores and Verbal, Performance, and Full Scale IQs was investigated for a sample comprised of rural Appalachian children. The sample was comprised of both white and black children culturally different by virtue of low family income and residence in mountainous areas of Virginia and North Carolina. (Author)