In order to study the signal-sight reading learning and the factor structure of intellectual abilities at preliterate moderate and severe levels of mental retardation (IQ 25-55), a test battery of items covering six hypothetical factors was constructed and administered to 80 preliterate mentally retarded subjects. The four factors extracted…

The effects of learning potential and teacher expectancies on IQ, school achievement, and teacher ratings were studied in eight segregated special classes for the retarded. The 58 EMR subjects were divided into four groups in a two design. A strong learning potential effect and a weak teacher expectancy effect were found for the IQ variables. A…

A random sample of 225 grade one children were given the Canadian Cognitive Abilities Test (CCAT) on two occasions within seven months. During the second administration the WISC was also administered. KR-20 reliabilities of the CCAT for the two administrations were respectively .83 and .74. The test-retest reliability was .75. The correlation…

This thesis provides evidence for the existence of a creativity dimension containing figural and verbal subfactors which is independent of intelligence and marginally related to school achievement. The original data of Wallach and Kogan, as well as the data from the Ward, Cropley and Maslany and Wallach and Wing studies were reanalyzed using…

Of the many intellectual models available for conceptualizing the communication process, one of the most appropriate is cybernetics. The logical and empirical requirements of a cybernetic model of communication are presented. Based upon a review of relevant findings in the social science literature, these requirements are utilized to create a…

The effects of repeated I.Q. testing were investigated to ascertain the necessity of constructing and using alternate test forms. There were also attempts made to describe selected individual characteristics of subjects who improved the most over the repeated testing. One hundred and forty-five students were tested at one month intervals for three…

Although they have limited academic ability, mentally retarded children may be quite adept at social interaction or physical, artistic, or other tasks. Research was conducted to examine the creative, self-concept, and impulsive characteristics of MR pupils and to examine and compare, as to age and intellectual development, the performance of both…

Reading research in which different methods or materials have been compared has proven inconclusive. This paper is restricted to beginning reading, defined as the acquisition of letter-sound decoding ability, and raises the question: what skills are required by current tests? Available reading readiness and achievement tests consist of batteries…

This study investigated the underlying disorder of certain children who may have normal or above-normal intelligence, yet fail to read at levels appropriate to their ages. Twenty-two poor readers and 22 normal readers were matched on sex, age (7 to 12 years), and IQ (94 to 130). Examination of school records revealed that many poor readers were…

THE PREDICTIVE ABILITY OF TWO INTELLIGENCE TESTS ON A CROSS-CULTURAL SAMPLE WAS STUDIED. THE STANDARD PROGRESSIVE MATRICES AND THE D. 48 TEST WERE ADMINISTERED TO 1,579 GIRLS IN GRADES 9 THROUGH 12. OTHER TEST SCORES WERE OBTAINED FROM STUDENT RECORDS. THE CROSS-CULTURAL GROUPS CONSISTED OF (1) INDO-EUROPEAN, (2) SPANISH-AMERICAN, (3) NEGRO, AND…

A survey of past research reveals that intellectual capacity, particularly verbal proficiency, are important factors in reading performance. The purpose of this study was to determine if classroom teachers, through informal observation, can recognize indicators of intellectual ability. The Strang Informal Observation of Capacity Inventory and…

The annotated bibliography on Creativity--Research/Tests & Measurements/Intelligence contains approximately 60 abstracts and associated indexing information for documents or journal articles published from 1964 to 1975 and selected from the computer files of the Council for Exceptional Children's Information Services and the Education Resources…

The paper considers the controversies of standardized tests and group differences as they relate to the formation of public policy. The overlapping or confounding issues of standardized tests and group differences have long since become matters of public policy. Neither separately nor jointly can the issues be resolved within the confines of…

In the IQ and achievement test scores of 1,102 Chicago area fifth and sixth graders--black and white, middle and working class--differences in achievement emerge which cannot be attributed to race or class linked intellectual discrepancies. (Author/DE)

The effects of reinforcement on four different intelligence test measures for 72 trainable mentally retarded children was investigated. The Lorge-Thorndike Vocabulary, WISC Arithmetic, Picture Arrangement, and Comprehension subtests were administered. Reinforced administration resulted in superior performance on all but the Comprehension test.…