Investigated validity of the Short Form Test of Academic Aptitude (SFTAA) as a predictor of Wechsler Intelligence Scale for Children-Revised (WISC-R) Full Scale IQ. Tested junior-high students and found the WISC-R could be estimated satisfactorily from the SFTAA, which was shown to be a valid indicator of intelligence. (Author/JAC)

Finds further evidence of the close equivalence of scores derived from the Wechsler Intelligence Scale for Children (Revised) and the Stanford-Binet, but fails to support the practice of computing adjusted mental age scores. Subjects were (N=25) children in the bright normal range of intelligence. (JAC)

Eighth-grade Israeli students' social class had no effect on self-concept or intelligence quotient but was associated significantly with teachers' judgments of the students' academic performance. (Author/DB)

Compared nonhandicapped (NH), educationally disadvantaged (ED), and learning disabled (LD) Navajo children on intellectual dimensions measured by the WISC-R. The ED and LD group means were similar on verbal measures, but the LD group scores were lower than ED group scores on performance measures. (Author/RC)

Analyzed published data on the Wechsler Adult Intelligence Scale (WAIS) to ascertain whether the Information and Vocabulary subtests can function as measures of intelligence. Concluded that the addition of more WAIS subtests will not result in any increase in predictive validity and these additional tests, therefore, lack incremental validity.…

The case is made for basing analysis of longitudinal data on each subject's curve of scores. In this analysis of IQ scores from a longitudinal study, fitted curves yielded significant error reduction, rendering untenable the doctrine of IQ constancy. A visual method of curve classification is also presented. (Author/SJL)

From investigations of cognitive development, intellectual ability, and learning strategies, representative examples of research are used to highlight dilemmas which attend the use of the terms "stages,""levels,""styles," and "strategies" to describe different aspects of human thinking and learning, especially in adolescents and young adults.…

Reviews developments in research on information storage and retrieval, question-answering and natural language interface online systems, and the processes of synthesis and interpretation in intelligent behavior. Problem formulation, information requests, and knowledge representation are discussed in relation to the design and use of retrieval…

Research on factors affecting the aging learner, including intelligence, memory, motivation, loss of speed, and physical health is reviewed, refuting the belief that learning ability declines with age. Strategies and techniques for the education of older adults are recommended. (SK)

Explored the relationship of self-drawings to self-concept in mentally retarded youths. Overall self-drawing score, size of self-drawing, age and sex shared significant variance with self-concept scores. These variables can provide additional information in evaluating the self-concept of the mentally retarded. (Author)

This study sought to replicate findings from a clinical sample of boys with two normal day school samples, ages 9-10 and 13-14. Results showed a significant interaction effect only for the older group. (Author/SJL)

This article briefly traces the development of intelligence testing from its beginnings in 1905 with Alfred Binet; cites the intelligence theories of Spearman, Thurstone, and Guilford; and examines current objections to intelligence tests in terms of what they test and how they are interpreted. (SJL)

Reviews the influence of educational level on the intellectual performance of elderly individuals. Older individuals have more intellectual potential than previously has been reported. As cohorts receive greater educational opportunities, the negative stereotype of intellectual deterioration with age will no longer be accurate. (Author)

Learning disabled children performed lower than general education children on all five major scale indexes. A similar amount of scatter was present in the profiles of learning disabled and general education children. No specific pattern of scale indexes could be determined as typical for learning disabled children. (Author)

The Wechsler Intelligence Scale for Children (Revised) may unfairly penalize special education children who are reevaluated with this instrument. Fluctuations in IQ scores due to the instrument of measurement must be recognized, and appropriate action taken to insure that children are evaluated for special class placement on comparable bases.…