The Wechsler Intelligence Scale for Children-Revised Full Scale IQ did not yield valid predictions of achievement of educable mentally handicapped students in a public school setting, as measured by the Wide Range Achievement Test (WRAT). (Author/CM)

A test of the relationship between cognitive ability and individual earnings found that a single index, combining 17 cognitive ability tests, was insufficient to account for all ability-related earnings variation. The author used data from Project Talent's 1971 follow-up sample of twelfth graders tested in 1960. (Author/RW)

Describes the revolving-door model for identifying and teaching the gifted. More flexible criteria are used than in the conventional selection process and a "talent pool" of 15 to 25 percent of the student population participates. An evaluative study of the model yielded positive results. (WD)

Reviews Arthur Jensen's "Bias in Mental Testing" in terms of its implications for racial genetic inferiority, and offers alternate explanations for racial differences in testing based on data from studies on Black socialization and cultural differences in child rearing. (CM)

Studied whether good memory, attributed to the psychopathic personality, also appears in juvenile offenders and whether such memory was long- or short-term. Compared Digit Span scores against Verbal IQ scores. Found Digit Span scores surpassed Verbal IQ scores. Effect was nonsignificantly more pronounced among more violent offenders. (JAC)

Investigated capability of WISC-R Verbal Comprehension (VC), Perceptual Organization (PO), and Freedom from Distractibility (FD) factor scores to predict academic achievement as measured by the Wide Range Achievement Test (WRAT). Multivariate multiple regression analysis revealed FD and VC factors predict WRAT reading, spelling, and arithmetic…

Discusses the nature of wisdom and its function in the developmental process and how it differs from cognitive ability. Compares these two constructs with respect to the domains of behavior they represent, the operational tasks used to assess them, and the relationship of logic and time in their development. (Author)

Cross-validated the factor analysis of the McCarthy Scales and determined construct validity for children who score one standard deviation below the normative mean on general cognitive ability. Findings discourage interpretation of the Quantitative Scale for school-age children with General Cognitive Indexes below 84. (Author)

Guidelines are offered for teachers facing a class of students with wide differences in ability. (JD)

Study replicates and extends the results obtained by Attig and Hasher (1980) in finding null effects for adult age variation and instructional variation on a relative frequency judgment task. Finds nonsignificant covariation for both young and elderly adults between judgment proficiency and paired-associate learning proficiency. (Author)

The hypothesis was investigated that alleviation of negative motivational factors underlies much of the 10-point IQ increase commonly found in economically disadvantaged children's performance following a preschool intervention program. Head Start and non-Head Start groups were tested on IQ and motivational measures three times before and during…

Assessed the relationship of stress to decline in intellectual abilities in women aged 65-92. Found stress was related to the ratio used to estimate decline. Changes in personal health and health of a family member were positively related and vacations were negatively related to decline in intellectual functioning. (Author)

Analyzed 400 Wechsler Intelligence Scale for Children (Revised) (WISC-R) protocols to determine whether an abbreviated form could be identified that would be cost-effective. Results indicated that the derived prediction equation could be applied to the results of five designated WISC-R subtests to predict range of intellectual functioning with…

Concludes that the Slosson Intelligence Test and the Leiter International Performance Scale measure only limited aspects of reading disabled students' abilities as measured by the Weschsler Intelligence Scale for Children--Revised. (FL)

The state of research on intelligence is reviewed in an editorial. The author notes conceptual, measurement, and data analysis problems. Suggestions as to how research on intelligence can be improved are provided. (RD)