Predicts that by the year 2000, IQ tests will have disappeared, being replaced by evaluations of a broad range of talents and abilities that avoid unfair and damaging labels. (DW)

Quantitative racism is defined as the intentional or unintentional misuse of statistical and quantitative methods to show some kind or type of ethnic superiority, usually with respect to black-white differences. This essay identifies some fallacious applications of statistical methods common to a number of recent studies in the behavioral…

The Stanford-Binet Intelligence Scale-Revised and the Kaufman Assessment Battery for Children (K-ABC) were compared using a sample of 26 developmentally disabled children, aged 32 to 73 months. The focus of the study was to determine the feasibility of the K-ABC both for assessment and for planning more effective remediation programs for this…

This study examined differences in the manifestation of learning disabilities (LD) between minority and non-minority students at a southeastern public college. Profiles of non-minority and minority college students not previously identified as learning disabled and with a history of academic difficulty were compared. Among trends noted in both…

The Stanford-Binet (Fourth Edition) (S-B:FE) and Kaufman Assessment Battery for Children (K-ABC) were administered in counterbalanced order to a sample of 30 non-handicapped, preschool children (13 males and 17 females). The children ranged in age from 3 years 11 months to 6 years 2 months, with a mean age of 4 years 11 months. Mean scores on the…

The concept of aptitude is reviewed, and the uses and misuses of aptitude tests are considered. Many aptitude tests measure general ability plus certain more specialized abilities that are important for success in particular educational programs. Aptitude tests can be subdivided into: (1) group-administered aptitude tests, such as the Scholastic…

This paper examines Raven's Colored Progressive Matrices Scale (CPM) IQ test which is considered by many to be "culture fair." The emphasis is on socioeconomic status but factors of sex and ethnicity are also considered. Two major studies from which socioeconomic status data can be extracted are examined. These and other studies found…

Multivariate methods were used to identify between-set factors relating the criterion set of eleven Wechsler Adult Intelligence Scale Revised subtest variables to the predictor set of demographic variables: age, race, sex, education, occupation, geographic region, and urban versus rural residence. Although factor analysis is usually used to…

Previous research on adult cognition has focused mainly on the distance that separates the adult from the "formal standard" and on the factors that interact with formal operations whether they are moderators of competence or a hypothetical fifth step. Results of new clinical research on adults can be used to argue for a new constructivism of adult…

The stability of intelligence test scores over time was examined for the Wechsler Intelligence Scale for Children-Revised (WISC-R). Subjects included 64 children aged 6-16, who had been administered the WISC-R during prior evaluations. These students had been referred because of academic difficulties. One-third of the sample had taken the test…

As early as 1958, respected educators pointed out that: traditional methods (standardized IQ tests, teacher recommendations, parent questionnaires) did not identify minority/culturally diverse children; the concept of gifted needed to include creativity; and creativity could be a strength of minority children. During the late 1960's in response to…

This paper examines the implications of recent theory and research in cognitive psychology for the understanding and assessment of intelligence. Three major themes are developed. The first has to do with how changes in the social and educational climate for testing can influence the conception of intellectual compentence and the technology of…

Reports a study which concerned the consequences of intelligence testing for special education programs: the data allowed examination of some of the characteristics of students who had been placed in classes for the mentally retarded before and after desegregation of the public schools. (Author/JM)

The author reexamines the controversy surrounding his genetic hypothesis in an attempt to clarify his contention that differences in IQ scores between blacks and whites may be attributable as much to heredity as environment. (EH)

Examines the definitions of intelligence and educability and discusses these terms in relation to the writings of Jensen and of Darlington. (PEB)