Retarded and nonretarded persons were compared on a task designed to preclude the use of cognitive strategies. Results suggest the possible importance of automatic processing deficiencies and invite a reconsideration of the idea that the relationship between intelligence and memory is due entirely to effortful processes. (LMO)

Points out the untestability of a heredity explanation for the differences in IQs of Black children and those of White children. Suggests an environmental explanation, arguing that Black children, simply have not had the opportunity to develop their potential for abstract thinking. (HTH)

Identifying the attributes of the resilient student is a teacher's primary step in building resiliency in all students. This resource book provides teachers with practical, concrete applications and activities for reframing the actions of even the most at-risk students; and changing the focus from problems to solutions, from deficits to strengths.…

This document contains: 2 videotapes and an accompanying viewer's guide that provide information for differentiating instruction for gifted learners and for students with special needs in inclusive classrooms. The first 50-minute videotape, "A Focus on Inclusion," discusses how to deliver appropriate curriculum to children with special…

This kit presents all components of the Universal Nonverbal Intelligence Test (UNIT), a newly developed instrument designed to measure the general intelligence and cognitive abilities of children and adolescents (ages 5 through 17) who may be disadvantaged by traditional verbal and language-loaded measures such as children with speech, language,…

New findings about intelligence as a set of capabilities that expand and change throughout life are changing the view of learning and necessity of assessment. This book presents a new view of assessment that is aligned with the emerging paradigm of multiple intelligences. A multiple intelligence approach to assessment should grow from multiple…

Rank-difference correlations between Memory-for-Designs test, Wechsler Intelligence Scale for Children (WISC), and Wide Range Achievement Test scores for two classes of educable mentally retarded children showed high negative correlations between Memory-for-Designs and WISC Full Scale IQs. Visual memory accounted for 84 percent of variance in…

Reports the results of a study examining the effect of one year's attendance in a French language immersion program on the intelligence and self-esteem of six year olds. (AM)

Arguments and prejudices against the use of individually administered intelligence tests are considered and compared with possible values that may be obtained. Cautions about test score interpretation are discussed. Implications of abolishing intelligence testing are considered and recommendations for effective testing policies are presented. (CTM)

The functions that IQ and aptitude tests now serve in schools and the trends that may modify the present pattern of test use are presented. Current research on intelligence and aptitude and the kind of intelligence tests that might prove more useful in instructional planning are also discussed. (Author/RD)

Studied the extent to which memory and processing speed accounted for relations between infant information processing and childhood IQ. Found that the relationship of 7-month visual recognition memory and 1-year cross-modal transfer to 11-year IQ were reduced when statistically controlled for factors derived from these measures, suggesting that…

Maintains that intelligence tests contribute little to the planning, implementation, and evaluation of instructional interventions for children. Suggests that intelligence tests are not useful in making differential diagnostic and classification determinations for children with mild learning problems and that such testing is not a cost-beneficial…

Discusses a language classroom that helps develop a vision for expanding intelligent behavior and reinventing language learning. The article encourages using the seven intelligences--verbal, musical, logical, spatial, kinesthetic, interpersonal, and intrapersonal--in problem situations and focusing on the varied approach to learning fostered by…

Psychological data were analyzed for 164 individuals (ages 3-15) with autism (IQs 14-143). Verbal IQ lagged behind nonverbal during the preschool years, but by school age the gap had closed. For school-age children with low IQs, math, spelling, and writing scores were consistent with IQ and reading was above IQ. (Contains references.) (Author/CR)

This commentary on Gardner's "Multiple Intelligences: The Theory in Practice" examines implications of Gardner's belief that his theory is a basis for educational reform, proposing reforms that would immediately benefit students and suggesting that formulating educational reform around the whole child rather than hypothetical ability…