Reports a study of the correlation between intellectual development and students' understanding of scientific concepts and science processes. Results are reported concerning the reliability and validity of Piagetian or Piagetian-like tasks as measures of students' level of formal reasoning. (Author/SA)

Stimulating work, interpersonal satisfaction, economic security, responsible autonomy, comfortable existence, and esthetic concerns provide a summary of clients' work motivation at a higher level of generality. They are independent of age, education, and intelligence and can be hand-scored. (Author)

Results show that Peabody Picture Vocabulary Test (PPVT) IQs are not interchangeable with Wechsler Intelligence Scale for Children-Revised (WISC-R) IQs in a sample of reading disabled children. The PPVT yielded higher IQs on the average than did the WISC-R, supporting results obtained with learning disabled students. (Author/BEF)

The majority of the differences favor the males. The abilities measured by the coding subtest are present to a greater extent in females, regardless of the level of intelligence. Gifted boys manifest a higher level of verbal intelligence than do gifted girls. (Author)

Very close age spacing was an obstacle to high academic performance for later borns. In family relations and self-esteem, first borns scored better and performed in school as well as their potentially much more able younger siblings, regardless of age spacing. (Author)

This study tested Piaget's claims that the transition from objective to subjective responsibility occurs by age 12 and that peer interaction facilitates the transition. Results indicated that the development of moral judgment continues into late adolescence. (Author/DB)

Experiments demonstrate that in bilingual subjects, Welsh digits take longer to articulate than their English equivalents, explaining why norms for Welsh children on the digit span test of the Welsh Children's Intelligence Scale are less than those for the same age American children. (Author/KC)

Both the latency and errors dimensions of the Matching Familiar Figures Test (MFF) proved to have comparatively little association with social status; age and intelligence demonstrated much stronger correlations with sociometric scores. (Author)

Reports and discusses the findings of a study which analyzed the relationships between the television viewing, IQ (intelligence quotient), and academic achievement of 625 students in the sixth through ninth grades of a public school in suburban-rural New Jersey. Statistical data are tabulated. (Author/JD)

Forty trainable mentally retarded students were concurrently administered the Stanford Scale and the Wide Range Achievement Test (WRAT). WRAT reading, spelling and arithmetic subtests were regressed on Stanford intelligence quotients. Predictions were statistically valid. Derived regression equations are reported. (Author/CP)

Developed as part of the British Ability Scales for ages 2-17, the Social Reasoning Scale was initially based on Kohlberg's invariant moral development stages, although substantial modifications were later introduced. In its standardization, an age progression was noted. Administration procedures, scoring criteria, and an illustrative example are…

Locus of control had substantial overlap with intelligence, but not with achievement. Analysis suggested that cognitive style and locus of control did not make an appreciable addition to the prediction by IQ scores alone of achievement in second and third grade learning disabled females. (Author)

Performance differences between 10 nonretarded children and 10 moderately/severely retarded adolescents on a manual control task were examined. Results suggested that the ability to discriminate internal cues is related to IQ differences. (Author)

The issue of early childhood intervention programs is considered, particularly improvement of social competence and respect for biological heterogeniety. (Author/GK)

The techniques of meta-analysis were used to integrate statistically the findings from 31 studies on the relationship of auditory-visual integration and reading achievement. A total of 146 correlations were collected and aggregated across assessment procedures, reading skills, grade levels, and subject characteristics. (Author/SJL)