To study whether individual differences in general cognitive ability differ in males and females, full-scale IQ data from 426 child twin pairs were fitted to a structural equation model of sex limitation. Individual differences in general cognitive ability appear to be substantially due to common genetic influences in males and females. (SLD)

Describes the IQ Quantitative Trait Loci (QTL) project, an attempt to identify genes underlying IQ score variations using maps from the Human Genome Project. The essay argues against funding the IQ QTL project because it will end the debates about the genetic basis of intelligence and may lead directly to eugenic programs of genetic testing. (SLD)

Examined the origins of high general cognitive ability (g) in twins who were participating in the MacArthur Longitudinal Twin Study. Formed high g groups from the 19th percentile and above at each age. Results suggested increasing genetic influence and increasing genetic stability from 14 to 36 months and substantial genetic influences with…

As one high school teacher found, allowing students to use preferred learning modalities can increase their enthusiasm, raise their achievement levels, and foster growth in other intelligences. This article shows how two students demonstrated their mastery of nuclear and organic chemistry by using kinesthetic and spatial problem-solving…

Discusses two models of the mind: the influential model of "mind as container," in which the mind is akin to a computer storing data; and a connectionist model, in which the brain does not actually store or contain knowledge in the sense traditionally believed. Discusses the second model's implications for education. (EV)

Discusses an alternative view of what makes human competence possible, framed by complexity theory and drawing on connectionism as well as situated cognition. Suggests that, based on these theoretical frameworks, it is possible to develop a perspective whose implications can provide the basis for a more fully articulated theory of instruction. (EV)

Three tables present data from 22 braille-reading blind children, ages 6 to 12, including demographic data (such as years of braille use, IQ, age, hand movement type, and reading rate); highest and lowest reading rates, by years of braille instruction and IQ scores; and oral reading rates. The methodology used is suggested for teachers doing…

Discusses applications of the theory of multiple intelligences in the field of education. Distinguishes between "surface" and "deep" applications of the theory. Responds to earlier articles in this journal about the theory of multiple intelligences. (RS)

Reviews the theory of multiple intelligences. Offers suggestions for high-school English instruction. Presents a case study of two female students in an alternative school who choreographed a dance in response to a short story. (RS)

Illustrates the use of drama as a form of literary response. Suggests that drama allows students to develop and exhibit a range of skills and to demonstrate their literary understandings in "unschooled" ways. Suggests that Howard Gardner's work on multiple intelligences demonstrates that students may not be developing understandings because they…

Explores using Howard Gardner's multiple intelligences for folklore analysis. States that when listening to folktales, linguistic intelligence was used, as opposed to drawing pictures of the stories, which used spatial intelligence. Provides some ideas on how to bring folklore studies and the use of multiple intelligences into the classroom. (PA)

Three experiments examined individual differences in the use of problem-solving strategies. Results provided evidence that the choice and usage of cognitive strategies depended on intelligence, personality, and "intelligence-related" personality traits. Results suggest that the analytical strategy is associated with increased working…

Nine-year olds completed measures of general intelligence, visuospatial ability, and verbal fluency. Subjects were 107 Korean children and 115 British children. Found that Korean children scored higher on general intelligence and visuospatial ability and lower on verbal fluency than British children. (BC)

Previous studies have suggested that correlations between reaction time (RT) and intelligence (IQ) may have resulted from confounding interactions between stimulus uncertainty and visual angle. Three experiments that were designed to remove the confound were carried out with 118 college students. These experiments indicate that previously reported…

Validity and reliability were calculated from data in the standardization sample of the Wechsler Adult Intelligence Scale--Revised for 565 proposed short forms. Time saved in comparison with use of the long form was estimated. The most efficient combinations were generally those composed of subtests that were quick to administer. (SLD)