The analysis of WISC scores for 314 school-age twins and 221 of their siblings revealed high concordance of full-scale and verbal IQ for monozygotic twins. The IQ concordance for dizygotic twins, twin-sibling pairs, and sibling pairs were comparable to each other but significantly lower than that for monozygotic twins. (Author/JMB)

Contending that the Stanford Binet Intelligence Test is not based upon a sound theory of intellectual functions, this article evaluates observations of intelligence and maintains a human has a capacity unto his constructed being, unique unto himself, with a commoness relative to its species. (JC)

Intelligence test data collected in 1931 through 1960 on 757 identical and 1,093 fraternal male twins, from the files of the Norwegian Armed Forces, were examined for secular trends in the heritability of intelligence test scores. Only ambiguous evidence of such trends was found. (SLD)

A kindergarten class of nine boys and 11 girls took the 1986 Stanford-Binet Intelligence Scale (Fourth Edition) and the Wechsler Preschool and Primary Scale of Intelligence. Of six correlations of total scores and subtests pairs, only the correlation of total scores was statistically significant. (Author)

Confirmatory factor analysis was used to reanalyze correlational data from selected variables in Guilford's Aptitudes Research Project. Results indicated Guilford's model reproduced the original correlation matrix more closely than other models. Most of Guilford's tests indicated high loadings on their hypothesized factors. (GDC)

Comparison of performance of nine groups of mentally retarded subjects (N=236) on the Wechsler Intelligence Scale for Children Scale-Revised (WAIS-R) indicated the WAIS-R produced higher IQs than the WISC-R and that this disparity increased as WISC-R IQ decreased. (Author/DB)

The relationship between gender, Neuropsychological Test Performance, and specific Wechsler Intelligence Scale for Children-Revised (WISC-R) Verbal and Performance discrepancy score directions was examined with Black adolescents. Results indicated a need to use different normative data for male and female subjects on these tests. (Author/JD)

Protocols of 327 students referred for possible special education services were examined using brief forms of the Weschler Intelligence Scale for Children-Revised. The authors concluded that brief forms of the WISC-R should be avoided; however, if a brief form is necessary, K. Hobby's split-half technique is recommended. (Author/CL)