Discusses the pros and cons of using aptitude/IQ tests with preschoolers to predict later school performance. Condensed from "Early Years," April 1981, pp24-25. (SJL)

Although high correlations were obtained between both forms of the Perkins-Binet and the Wechsler scales of intelligence, there were substantial differences in the standard deviations for the different tests. (Author/SW)

Compared factor structures of the WISC and the WISC-R using the data for age groups 7.5, 10.5, and 13.5 years in the two standardization samples. Results demonstrated that the structures of the two scales are as similar as the structure of either scale is for different age groups. (Author)

The article is concerned with the alleged above average IQ of deaf children with deaf parents. Data are reported which show that, when the cognitive ability of such children (8 to 11 years old) is compared with that of genetically deaf children with hearing parents, no difference is evident. (Author)

Creativity is discussed in terms of H. Eysenck's personality theory. Creative persons are characterized by introversion, neuroticism, psychoticism, and moderate to high intelligence. The literature is reviewed on similarities and differences between creativity and pathology. (Author/DB)

Results from two Danish prospective longitudinal studies are presented to support the view that IQ bears a causal relationship to delinquency that is independent of the effects of socioeconomic status (SES). (CL)

The paper suggests the potential of intelligence theory in guiding the development of educational programs for the mentally retarded. (Author)

The author reviews and expands the work of J. Boyd (EC 062 111) on the use of the Slosson Intelligence Test scored according to Wechsler Intelligence Scale for Children categories for children who may need special education. (CL)

From the results of this pilot study it was suggested that intellectual abilities of epileptic children as measured by the verbal WISC and visual perception as measured by the Frostig are both influenced by the same contingencies. (Author)

Findings supported the existence of an intelligence threshold for creativity, above which creativity is not related to intelligence; and demonstrated that androgyny is a significant correlate of creativity above that intelligence threshold. (SBH)

Summarizes the role of student models in computer assisted learning (CAL); lists difficulties preventing their widespread use in practical teaching systems; and describes problems, using a simple subtraction model, associated with the representation, content, creation, change, growth, execution, comparison, use for planning and monitoring, and…

Discusses a number of issues raised in Brody's analysis of ability measurements based on the triarchic theory of successful intelligence, such as restriction of range, obtained variance attributed to "g," and aptitude-treatment interactions. (SLD)

Makes the case that creativity differs from general intelligence and that teaching in a way that encourages and rewards creativity can improve school performance. It is also argued that children can learn to make certain kinds of decisions that will enhance their creativity. (SLD)

In three experiments, differences in EEG alpha activity between 30 gifted and 30 average individuals were studied. Results support the hypothesis that higher alpha power during information processing displayed by gifted individuals may derive from the nonuse of many brain areas not required for the problem at hand. (SLD)

Data on specific cognitive abilities for 86 children ages 6 to 12 from an allelic association study found three DNA markers significantly associated with specific cognitive ability scales after the effects of general intelligence were removed. These preliminary results support the hierarchical model predicted by genetic research. (SLD)