Analytic intelligence was a good predictor of communication scores for boys but not for girls. Verbal ability was no better a predictor for girls than boys. The correlational evidence indicates that conventional intelligence tests predict social perspective taking as well as Piaget's measure of spatial perspective-taking ability. (Authors)

Suggests that school arrangements have ironical, ill-understood consequences and frequently meet with failure. (DM)

Results support the hypothesis that the differences between the test results of the middle and lower classes in the individual countries are greater than the differences between the same classes in the three different countries. (Author)

Several differences existed between the sample described in Myers' study (Educational and Psychological Measurement, 1965, 25, 355-363) and that of the present study, particularly concerning educational aspirations and environmental factors. (Authors/CB)

Studied was the relationship of sex and race to the performance of 134 learning disabled and disadvantaged children on four subtests of the Wechsler Intelligence Scale for Children. (DB)

This investigation of 133 first grade Ss (25 percent Hispano--75 percent Anglo and 50 percent male), found no significant correlations between objective scores of young children's self-concept and their first or second grade reading achievement. (Author)

In a search for an adequate but efficient substitute, the authors have instituted three evaluations of the relationships between potential WAIS-substitutes and the WAIS itself. The present report describes the first of these researches-- a study of the relationships between the four group ability tests and the WAIS in a mental hospital setting.…

Probes at some of the conclusions reached by Jencks on the effects of heredity and environment on academic achievement. (JF)

Survey indicates it is imperative that cultural differences are accounted for when assessing mental retardation, and the necessity for a proper evaluation of the IQ. (RK)

Research indicates that less streaming of the grammar school ability band leads to social and academic gain for more pupils but with some loss in performance by the brightest boys. Perhaps too wide an ability range in the class would increase this loss intolerably. (Author)

Analyzes and refutes two propositions of H.J. Eysenck: (a) that intellectual differences in our culture are overwhelmingly determined by genetic factors, and (b) that the 15-point mean I.Q. gap between black and white Americans is largely determined by genetic factors. (JM)

Results argue against the too frequent use of human figure drawings as a single, stable, and accurate measure of intellectual ability. (Authors/CB)

Data clearly failed to support the general hypothesis that active students would be quite similar to student activists along the dimensions studied; instead, when differences were found, the results tended to group active students with passive students and differentiate both from student activists. (Authors/MB)