Compares education matched young brain-damaged, young nonbrain-damaged, old brain-damaged and old nonbrain-damaged groups on a battery of measures of cognitive, perceptual, and motor skills. By factor analysis, the 26 original measures were reduced to four, called nonverbal memory, language ability, motor ability, and psychomotor problem solving.…

A model of natural language generation based on an underlying language-free representation of meaning is described. A computer implementation of this model, called BABEL, has been developed at Stanford University. It is able to produce sentence paraphrases which demonstrate understanding with respect to a given context. Available from Association…

The juridical climate now supports the position that all students are entitled to public schooling. Public schools have a responsibility not only to educate or train the retarded to achieve their potentialities, but to increase those potentialities, i.e., raise their intelligence levels. (Author/BJG)

Discusses how one's conception of intelligence and its development profoundly affects the formulation of educational objectives. A mechanistic conception of intelligence leads to the definition of objectives as a collection of fragmented "cognitive skills", while a Piagetian conception attempts to develop children's intelligence as an…

Results support the state-trait distinction in anxiety research. For two different samples, three separate A-State factors emerged, each associated with different occasions of measurement that were associated with differing amounts of situational stress. (Author/BJG)

Prompted by William W. Brickman's 20-year-old article, "Essentialism Ten Years After, School and Society, 67:361-362, May 15, 1948.

Paper presented at the 1967 Annual Convocation of the Educational Research Association of New York State, November 13, 1967.