Differing findings exist on how Defining Issues Test (DIT) scores relate to intelligence. Further study is needed in order to address aspects of intellect not previously considered and to address how these relationships rival studies that have compared indices of intellect with constructs similar to DIT scores. In the present study, a sample of…

In this study, long-term intellectual functioning and school-related behavioural outcomes were assessed in a patient sample that underwent invasive treatment for congenital heart disease (ConHD) between 1990 and 1995. The Wechsler Intelligence Scale for Children-Revised was used to measure intellectual functioning and the Teacher's Report Form to…

A major criticism of standardized intelligence tests is their improper use in measuring the intellectual competence of culturally diverse children. Factors which complicate the issue are the definition of intelligence, content bias in intelligence tests, and the interpretation of test scores between white middle class children and children of…

Major reasons for the continuing divergency of opinion as regards the nature and meaning of intelligence are examined. An appraisal of intelligence as a relative concept is proposed which advocates the necessity of specifying the reference systems to which a statement about intelligence refers. (EH)

Critically analyzes selected intelligence test items from commonly used standardized tests. (DW)

The Wechsler Intelligence Scale for Children--Revised (WISC-R) Freedom from Distractibility (FFD) factor and other neurocognitive measures were examined as to their discriminative validity in diagnosing children with Attention Deficit Disorder/Hyperactivity (ADD/H), ADD/H children with concurrent Conduct Disorder, and children comprising a clinic…

The paper provides a theoretical framework for the inclusion of a verbal intelligence test as part of the psychodiagnostic assessment battery used with deaf children. Descriptions are provided for three selected sign language varieties being used in a study designed to examine performance of 30 deaf children (9-16 years old) on signed…

In the United States, IQ tests are developed by and for whites. IQ tests and their derivates have been used on minorities not so much for prescriptive intervention purposes as for confirmation of suspiciously different behavior and for placement into special education and out of programs for the gifted, higher education, and advanced occupational…

It is important for counselors to understand the problems involved in testing students and also how to properly evaluate test results. This article discusses both areas. (HMV)

The issue of race differences in intelligence, especially with respect to American black and white populations, is adjudged to be "nonsensical" in terms of the framing of the question, the populations sampled, the testing instruments utilized, and the concept of "intelligence" postulated. (Author/EH)

Findings suggest that Vernon's hierarchical paradigm constitutes a useful framework for interpreting WISC and ITPA results for reading disabled students. (RB)

Concludes that the addition of Digit Span and Mazes in the WISC battery serves to depress verbal, performance, and full scale IQs of the high achieving students. (RB)

Results by 30 disadvantaged and 30 nondisadvantaged first grade rural children on the Peabody Picture Vocabulary Test and the modified Blind Learning Aptitude Test confirmed two hypotheses on product-dominant and process-dominant tests. (MC)