Examines the relationship between (a) the Peabody Picture Vocabulary Test (PPVT), (b) the Slosson Intelligence Test (SIT), (c) Quick Test (QT) forms 1 and 3, and (d) the Wechsler Intelligence Scale for Children-Revised (WISC-R). Subjects were 93 students in grades 1 through 11 with suspected learning problems. (CM)

Analyzes the positive and negative features of mastery learning and its place in competency-based education. (Author/WD)

Physical, neurodevelopmental, psychoeducational, and child history characteristics were analyzed in 116 second-grade, inner-city children identified as good and poor readers. Ss were basically healthy with few findings of physical or neurological abnormalities, despite significant group differences in the prevalence of "soft signs" and in all…

A new auditory measure of cognitive style (reflective-impulsive), a standard measure and intelligence scores were related to college students' reading performance. Only intelligence and errors on the auditory test contributed significantly to the variance of the reading measures. The importance of auditory factors in understanding adults' reading…

Three studies of college students found a sex difference in the correlation of memory scanning rate, short- and long-term components of free recall, and word recognition with memory span. Findings are discussed in terms of prior work and a theory presented to account for the obtained sex differences. (Author/RD)

A study of 22 learning disabled (LD) and normal children (mean age nine years) was undertaken to illustrate the research problems involved in using analysis of covariance to control for differences between LD and normal children on measures of intelligence. (SW)

Statistically significant correlations of .37 and .57 were obtained between infant recognition memory scores obtained at four to seven months and later vocabulary tests of intelligence, for 54 children tested at four and for 39 children seen at seven years, respectively. Obtained values did not vary by sex. (Author/RD)

Many science curriculum development projects have the goal of increasing students' ability to employ scientific or formal reasoning strategies. Argues that longitudinal data of students who acquired formal reasoning strategies as a consequence of specific instruction are needed to provide evidence that these skills will help in other academic…

Six factors related to cheating behavior are identified: stress, environment, intelligence, personality characteristics, definitions of cheating, and moral judgment and will. The results of a faculty-student survey on cheating are reported, revealing different perceptions of what constitutes cheating. Methods for countering academic cheating are…

Describes a Venezualan effort to develop intelligence, lead by Luis Alberto Machado, Minister of State for the Development of Intelligence. Explains intelligence-enhancing programs emphasizing good prenatal care and infant nutrition and fostering intellectual development in elementary and secondary school classes. (DS)

Milkman (TM 504 643) accuses Arthur Jensen of misapplying heritability data in speculating on the causes of racial differences in intelligence test scores, and offers a method for illuminating Jensen's alleged error. It is contended in this article that Milkman has misconstrued Jensen's argument and that his method is without point. (Author/CTM)

The author cites representative studies on the relationship of intelligence to nine specific factors: undernutrition and malnutrition; mother's health during pregnancy; prematurity; anoxia; smoking during pregnancy; childhood ill-health; twins; birth order; and brain damage. (SJL)

Compares a group of 32 toddlers with employed mothers with a matched group of 38 toddlers with nonemployed mothers in order to examine the effect of maternal employment on the development of the child. While no differences were found between the two groups in language development and emotional adjustment, children of employed mothers were more…

One danger created by labeling is that a label can create its own reality. Labels are not merely descriptive, but connote superiority or inferiority and can be self-confirming. Giftedness is only a concept artificially defined by testing scores which may not be accurate. (JN)

The author presents a portrait of one gifted child, six-year-old Michael, and discusses procedures and tests for identifying pupils for an academically gifted program. (SJL)