Referred children were rated as significantly less self-controlled on the self control rating scale (SCRS) than were matched nonreferred children. Significant differences were found on the SCRS, Matching Familiar Figures test latencies and behavioral observations. The SCRS appeared to be a reliable and valid index of self-control. (Author)

Effects of the CoRT (Cognitive Research Trust) Thinking Project with slow learners in the United Kingdom is discussed. The aim of the project is to provide the framework which helps children arrive at a response to problems. (PHR)

Findings indicated that the judges were not able to determine accurately which items were more difficult for minority students and that there was no significant difference in accuracy between judges of the different ethnic backgrounds. (Author)

Martindale's assumption that Jews, Catholics, and Protestants are each homogeneous populations is criticized. His assumption that similar psychometric patterns found in brain-damaged and non-brain-damaged populations reflect similar brain organization is disputed. Martindale replies to this criticism. (Author/BEF)

The combination of intelligence with measures of related academic success self-concepts accounted for more achievement variance than did intelligence alone for the content areas of reading, language, and mathematics. Achievement was related to academic self-concept, but not to physical maturity, peer relations, or school adaptiveness…

Cultural bias and the clinical utility of the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the French Pictorial Test of Intelligence were evaluted using scores of 22 male and 22 female Navajo primary grade children. As expected, the verbal IQ and full scale IQ of the WISC-R and the deviation IQ of the French provided significantly…

Twenty-seven suicidal, aggressive, or normal children (ages 10 to 12) were administered the subtest of similarities from the Wechsler Intelligence Scale for Children, a questionnaire to assess the concept of death, and a questionnaire to assess the concept of life. Results favor assumption that distortions in the death concept are specific and,…

The author argues against the accepted symptom of learning disabilities--a discrepancy between measured intelligence and measured educational achievement scores; and demonstrates that it is feasible to produce a quantitative definition of educational underachievement, and therefore to identify learning disabled students. (SBH)

The study was designed to determine not only the comparability of the Wechsler Intelligence Scale for Children (WISC) and the WISC-Revised (WISC-R) with 40 minimal brain dysfunction children (6-10 years old), but also to determine whether well-established, clinically useful configurations emerge in the WISC-R as they do in the WISC. (Author/SBH)

Research supports the reliability and validity of the McCarthy Scales of Children's Abilities (MSCA); but its concurrent validity with conventional intelligence tests suggests that the McCarthy General Cognitive Index and Intelligence Quotient are not comparable. The MCSA eliminates certain weaknesses found in similar tests: the Stanford-Binet and…

Seeking to compare the original Wechler Intelligence Scale (WISC) with its revised version, the WISC-R, this study compared WISC-R scores of 50 Black children with their WISC scores taken two years previously. Mean scores on the WISC-R were lower on the Verbal Scale, Performance Scale, and Full Scale. (DS)

In a study of the development of role playing, 67 seventh graders were given Feffer's Role Taking Task. Measures of the child's perception of parent behavior, IQ, Marburg Education Scales and educational attainment were collected. (MS)

No meaningful differences were found for four ethnic groups (black, Spanish, Jewish, Caucasian-Gentile) in the factor structures of the CEEB Comparative Guidance and Placement Programs Battery, thus confirming its cross-ethnic factorial validity. Thus it is recommended for use in counseling and placement functions even in institutions having…

Guilford's (1967) divergent production tests and Wallach and Kogan's (1965) associative creative thinking tests are designed to measure abilities central to the creative process. However, results with these two batteries have been used to support alternative conceptions of creative ability. This research makes a beginning at studying these tests…

Presents a descriptive analogy comparing Piaget's theory of intellectual development to the development of athletic abilities in order to provide insight into Piagetian theory. (SL)