Briefly reviews the work of Paul Broca and his followers who used brain size measurements to argue for the inferiority of the female intelligence. (MA)

Four TV film versions of the same story were shown to fifth graders; the presentation format of each film varied. Different patterns resulted between initial mental skills and knowledge acquired from each format, depending upon whether the format called upon or supplanted the skill. (Author/GDC)

States that there is a need for a systematic attempt to break down the performance of black children (who have taken the WISC-R) into analytical and verbal-comprehension clusters. This need is based on the hypothesis that group blacks tend to show up as deficient in abstraction. Profile analysis could be useful in planning educational, vocational,…

Compared two- and three-factor solutions for the 12 subtests of WISC and WISC-R for 164 black, white, and Latino children aged seven to 15 referred to school psychologists because of concerns about their intellectual ability. Factor structures of WISC and WISC-R for same group of subjects are similar. (Author)

WISC and WISC-R IQs of two groups of normal 10-year-old children from divergent socioeconomic backgrounds were compared in a counter-balanced research design. Significantly higher WISC IQs were obtained on Verbal and Full Scales of low socioeconomic group and on Performance and Full Scales of high socioeconomic group. (Author)

Reviews literature indicating detrimental effects of father absence on children's cognitive development as assessed by standardized IQ tests, standardized achievement tests, and school performance. (BD)

Thirty-six visual and auditory tests were given to 113 fifth and sixth grade students. Second-order analysis yielded two well-defined factors representing Fluid and Crystallized Intelligence and two perceptual factors corresponding to General Visualization and General Auditory Function. Perceptual factors were not clearly separated from broad…

Investigates the importance of using levels of intellectual ability as a control variable in studies of nonintellectual factors in academic achievement and determines the utility of the Edwards Personal Preference Schedule as a supplement to academic aptitude test scores in the prediction of success in college. (Author/DEP)

Notes that there is no pedagogical or psychological research or evaluation to date to justify the use of norm-referenced standardized tests as precision tools. At best, they are experimental instruments, yet they are used as if they are already proven to be valid. (Author/AM)

This research investigated the possibility that there exists a systematic difference in WAIS verbal and performance IQ indices. It was hypothesized that VIQ (verbal) scores on the WAIS tend to be significantly higher than PIQ (performance ability) scores. (Author/RK)

This study describes the developmental function and cross-age pattern of individual differences in mental test behavior during the first 5 years of life. Accompanying the study are brief commentaries by Ina C. Uzgiris and Earl S. Schaefer and a reply by the authors. (JMB)

The cumulative deficit hypothesis with respect to age decrement in IQ between the ages of 5 and 18 was investigated in large samples of white and black school children in rural Georgia. An environmental interpretation of the age decrement in IQ found for the black sample was offered. (Author/JMB)

The author examines the development of theories and practices of intelligence testing during the early years of the twentieth century. (MB)