Introduces the journal's current invitational issue, the topic of which is the development of rationality and critical thinking. The issue hints at the future of research on the topic and does not stress corroborated theory. The introduction provides a brief overview of the six research articles in the issue. (BC)

Examined disciplinary careers of inmates identified as mentally retarded, borderline intellectual functioning, and intellectually normal. Findings suggest that throughout most of incarceration, rate of disciplinary involvement of mentally retarded inmates is not significantly higher than that of their nonretarded peers. Found no statistically…

Addresses philosophical grounds for artificial intelligence (AI) and cybernetic models by investigating three epistemological views--realism, a priorism, and phenomenology--to determine the problems in information transfer between a model and the real world. It is suggested that phenomenology demonstrates the most promise for opening up…

Discusses Bauman's (1991) evaluation of stability of Wechsler Intelligence Scale for Children (Revised) IQs in children with learning difficulties. Argues that some procedures produced magnified estimates of instability. Presents reanalysis of data that suggests that, although stability coefficients were high, approximately 25 percent of sample…

Profiles and interviews Howard Gardner, a cognitive psychologist, researcher, and educator, who addresses the cognitive processes and development of children and education in his writings. Discusses different kinds of intelligences and how to promote them in children. (PRA)

Connectionist models view knowledge as a network of interconnected elements. Explains connectionism and proposes it as an alternative to the classical view of rule-based cognition. Educational and theoretical implications are discussed. (CJS)

Examined student records of 130 children with learning difficulties who had been tested twice to determine the stability of Wechsler Intelligence Scale for Children-Revised (WISC-R) scores over time. Results suggest that the intelligence quotients in this population are not as stable as was previously thought, and this may provide rationale for…

Investigated relationship between adaptive and maladaptive behavior and other constructs in context of model of personal competence. Used latent variable structural equation modeling methods to evaluate alternative models of personal competence in three age-differentiated contemporary national samples. Results provide support for model of personal…

Discusses intelligence tests in relation to theory of cognitive processing which can serve as model for reconceptualizing cognitive functioning. Analyzes what is measured using Wechsler, Kaufman Assessment Battery for Children, Stanford-Binet IV, and McCarthy scales, and reflects on effectiveness. Suggests that Planning, Attention, Simultaneous,…

This study was an attempt to replicate a previously reported quantitative trait loci association between general cognitive ability and a marker identified as EST00083 (P. Skuder et al., 1995). The association remained significant for 51 high and 51 average IQ child subjects but not for 40 extremely high and 50 average IQ subjects. Implications are…

Analyses of variance of cognitive test results of about 500 college freshmen reveal significant main effects of verbal and numerical (crystallized) intelligence and of cognitive regulatory activities on academic performance. The effect of diagrammatic (fluid) intelligence is just short of significant. (SLD)

Describes the developmental status of three categories of intelligence tests: psychometric abilities, neuropsychological models, and dynamic assessments, and applies them in the educational setting. Notes trends in basic and applied research, and their influence on the further evolution of intelligence testing. (MMU)

Explores the development of intelligence from different perspectives, each of which is relevant for researchers and practitioners interested in children's school performance. Provides information from basic research to better inform prevention and intervention efforts for improving children's school grades and behaviors. (Author/MKA)

Studied whether a change of test item sequencing, intended to increase test complexity, would cause increased involvement of general intelligence using a sample of Swedish military recruits who received heterogeneous (n=1,778) or homogeneous (n=363) tests. Items presented homogeneously showed higher general intelligence ("G") loadings.…

This study tested the specificity-generality hypothesis regarding moderation of aptitude test validity by job ability requirement differences using 24,482 Air Force enlistees in 37 jobs. Moderating effects due to job differences were not found, and job ability differences did not moderate the relationship between the amount of "g"…