Investigated the Vocabulary-Block Design short form for the Wechsler Intelligence Scale for Children (Revised), Wechsler Adult Intelligence Scale and Wechsler Adult Intelligence Scale (Revised) in a sample of 126 male delinquent adolescents. Concluded that short forms, especially the WAIS and WAIS-R, are useful screening tests. (Author/JAC)

It is suggested that the study of artificial intelligence can provide ways of thinking about the human mind that are potentially valuable in formulating cognitive theories. Theoretical psychology is proposed as an appropriate classification for this branch of theory. (MSE)

Although Piaget's theory remains the most impressive in its field, there are reasons for caution: its tenuous base in good data, overemphasis on failures or successes of logical structure as explanations of behavior, underemphasis on the possibility that much knowledge is socially constructed and transmitted, and the central but dubious tenet of…

Outlines an attempt to use artificial intelligence formalisms as a formal language of description for the complex conversational behavior that occurs in ethnographic interviews. Discusses three kinds of coherence and uses them to analyze the text of an interview. (FL)

Findings suggest that modestly good predictions can be made between IQ as measured by the Wechsler intelligence scales for children at age five and one-half and scores on group reading tests administered at ages seven and eight years. (FL)

One hundred undergraduate arts students were tested on all the scales of Wechsler Adult Intelligence Scales (WAIS) and the Differential Aptitude Tests. Varimax solutions were extracted on WAIS scores under four analytic conditions. No progressive increment in the WAIS communalities was marked as the marker variables increased. (Author/RL)

The Jastak System of obtaining scores on "personality" dimensions is currently widely promoted. It is shown to be totally spurious, based on hereditarian doctrines long in disrepute, and dangerous in use. The promotional techniques used are also described. (Author)

Speed of performance on the Revised Block Design, Picture Arrangement, and Object Assembly subtests of the Wechler Intelligence Scale for Children was related to chronological age and problem-solving ability. Speed assumed a steadily increasing role with increasing age. Children who solved the items quickly were better problem solvers. (Author)

The test-retest IQs of 50 patients were correlated. The patients were included in the sample only because they had been given the Wechsler Adult Intelligence Scale before. The interval between test and retest averaged almost two years. All test-retest correlations were .90 or better. (Author)

Cluster analysis, applied to Carroll's cognitive theory, indicates that the obtained clusters make intuitive sense and imply that taxonomy is possible. Moreover, some clusters are similar to those suggested by other theories, especially the theory of fluid and crystallized intelligence. (Author/CP)

Some significant relationships were established between certain observable behaviors and Wechsler performance test scores earned by 104 hearing-impaired persons, all students or former students at a state residential school for the deaf. (Author)

The study compared the developmental patterns of listening and reading skills of 71 visually handicapped students in the fourth, fifth, and sixth grades of four residential schools for the blind. Grade level, age, intelligence, mode of reading, sex, socioeconomic status, and degree of visual impairment were treated as predictor variables. (Author)

The training of intelligence is considered as a component of early interventions. The Home-Oriented Preschool Educational (HOPE) experiment is examined, and a currently in progress long term followup study of it is described. (Author)

A theory of cognitive modifiability deals with the phenomenon of low cognitive performance, explains its etiology, and forms the basis for a remedial intervention--Instrumental Enrichment (IE)--that induces changes of a structural nature in adolescents. (Author)

Thirty kindergarten children with teacher-identified learning difficulties were matched for age, sex, and socioeconomic status with 30 children who were not experiencing any problems learning. The matched control group exhibited superiority on all A. Bannatyne categories. However, the predicted Bannatyne pattern for the group with learning…