Confirmatory factor analyses of the third edition of the Wechsler Intelligence Scale for Children (WISC-III) using the Canadian normative sample (n=1,100 children) were conducted to verify the four-factor model found in the U.S. normative sample. Results paralleled those of the U.S. sample and support use of the WISC-III factor indexes. (SLD)

Describes how the emotional climate in organizations arises and evolves and how it affects organizational dynamics, idea generation, creativity, adaptability, and facilitation or inhibition of learning. (SK)

A theoretical overview of the relationship between nonacademic aspects of intelligence and success in immigrating is presented, and an empirical study involving 65 scientists who immigrated to Israel is reported. Findings suggest that the individual intelligence of the immigrant is a major determinant of immigration success. (SLD)

Confirmatory factor analysis was used to test models of the relationship between inspection time (IT) and psychometric measures of intelligence in a sample of 134 healthy adults in the United Kingdom. A nested structural equation modeling approach shows that IT is most strongly associated with the Perceptual-Organizational factor of the Wechsler…

Describes why birth order interests both parents and researchers, discussing what really causes apparent birth order effects on intelligence, examining problems with using cross-sectional intelligence data, and noting how to move beyond cross-sectional inferences. Explains the admixture hypothesis, which finds that family size is much more…

Examined the regressions of occupational status and income on psychometric "g" factor scores in large samples of white (n=3,484) and black (n=493) U.S. armed forces veterans in their late 30s. Results indicate that, for both job status and income, whites were relatively more disadvantaged when the level of "g" is taken into…

Research has found that individual emotional intelligence has a group analog and it is critical to groups' effectiveness. Teams can develop greater emotional intelligence and boost their overall performance. (JOW)

Tests of phonological, speed, motor and cerebellar tasks were given to 36 students with learning disabilities, 29 of whom were classified as non-discrepant (IQ<90) and 7 as discrepant, (IQ at least 90 and dyslexic). On the cerebellar tests of postural stability and muscle tone, the non-discrepant group performed significantly better than the…

Uses the Dumont-Faro short form to estimate the Wechsler Intelligence Scales for Children-III (WISC-III) Full Sale IQ scores for 45 special education students. Results demonstrate that IQ scores were positively correlated with the WISC-III Full Scale scores. However an IQ miscalculation rate of 44% challenges the utility of the Dumont-Faro short…

Discusses knowledge engineering, computer software, and possible applications in the field of education. Highlights include the distinctions between data, information, and knowledge; knowledge engineering as a subfield of artificial intelligence; knowledge acquisition; data mining; ontology development for subject terms; cognitive apprentices; and…

Evaluates the effects of rater reliability of common IQ and achievement tests on subsequent learning disorder eligibility determinations, particularly with respect to difficulty level of individual subtests and expertise of the scorer. The study corroborates previous findings of strong interrater reliability on most subtests of common IQ and…

This study of hyperlexia in 80 children with developmental delays found no significant differences in the frequency of hyperlexia in girls compared with boys; a significantly elevated frequency of hyperlexia in children diagnosed with pervasive developmental disorders (PDD) compared with children with non-PDD diagnoses; and a similar range of IQ…

Proposes a developmental theory of sex differences in intelligence that states that the faster maturation and brain size growth in girls up to age 15 compensates for their smaller brain size so that sex differences in intelligence are very small. Discusses evidence that supports this theory. (SLD)

Evaluates, with respect to the quality of evidence offered in support of knowledge claims, the relationship between culture and test session behavior (TSB) on group and individual tests of intelligence and/or achievement. Identifies four relevant categories in the literature. Reviews key literature from the speculative theories and studies of…

Presents a model of institutional research as comprising three tiers of organizational intelligence: (1) technical/analytical intelligence, (2) issues intelligence, and (3) contextual intelligence. The model suggests that institutional researchers need different kinds of knowledge and skills to fulfill their many roles and tasks. (DB)