In a review of heredity v environment theories, the author concludes that no individual, regardless of potential, can approach the full development of his or her abilities without exposure to an enriched environment. (Editor/SJL)

Inmates score significantly lower on the second edition (BETA II) than on the first edition (BETA I), regardless of the order of administration. BETA I score distributions were unaffected by the order of administration. BETA II score distributions depended on whether BETA II was administered first or second. (Author)

School achievement of 173 female Filipino high school students (ages 11--13) significantly correlated with IQ. IQ accounted for 41 percent of the variance in school achievement; self esteem increased this to 44.9 percent. (Author/DB)

The General Information subtest of the Peabody Individual Achievement Test (PIAT) was compared with the Information subtest of the Wechsler Intelligence Scale for Children-Revised (WISC-R) to determine the utility of the PIAT subtest for screening purposes. It was concluded that a high correlation existed. (Author/CTM)

Outlines a componential theory of intelligence and describes how this theory might complement different factorial theories of intelligence. Discusses the respective uses of components and factors in educational theory and practice. (Author/GC)

Hereditability of the two second order intelligence factors gc and gf was studied using the MAVA design in 470 brothers reared together, 94 identical twins reared together, 124 fraternal twins reared together, and 1543 boys (fluid intelligence) and 2579 (crystallized intelligence) unrelated. All were in the 12-18 age range. (Author)

Skill theory attempts to provide tools for the prediction of developmental sequences in any domain at any point in development. The theory suggests a common framework for integrating developmental analyses of cognitive, social, perceptual/motor skills, and behavioral changes in learning and problem solving. (Author/GK)

Wechsler Intelligence Scale for Children-Revised (WISC-R) test-retest data with a six-month interval were obtained for 45 normal l0-year-old children. Verbal IQ estimates were stable, but significant practice effects were obtained on performance and full scale IQ estimates. Discussion focused on test readministration. (Author/RL)

Reviewed are several studies which demonstrate how artificial intelligence techniques can be applied in the design of end user-oriented interfaces (which would eliminate the need for an intermediary) to existing online systems, as well as in the development of future generations of online systems intended for the end user. (Author/SW)

One hundred deaf children with deaf parents performed significantly better than 100 deaf children with hearing parents on all performance subtest of the Wechsler Intelligence Scale for Children-Revised. (CL)

This study shows measured intelligence to be the best long-range predictor of success in university. Variables of age, sex, religious affiliation, marital status, type of living accommodation, and distance commuted to school account for 19 percent of variance. Implications of these results and their comparison to previous research are discussed.…

Compared the SIT with the WISC-R for a group of intellectually gifted students. Results indicated reduced correlations between the measures. (Author)

The study compared the Woodcock-Johnson Psycho-Educational Battery Tests of Cognitive Ability and the Wechsler Intelligence Scale for Children--Revised for a sample of 51 learning disabled children (7-11 years old). (Author/SBH)

Problem solving performance of individuals was compared with that of dyads at three levels of mental ability using a computer-based inquiry into the riddle of the frozen Wooly Mammoth. Results indicated significant interactions between grouping and mental ability for certain problem solving internal measures. (RAO)