The Wallach and Kogan Creativity Battery, a self report questionnaire of creative activities, and a group intelligence test were administered to an entire Israeli high school senior class. Creative activity was found to be related to creative thinking but not to intelligence or school grades. (Author/DEP)

Notes that the children who improved the most on re-test were also those who had the highest general academic standing, suggesting that a general compliance to instruction (rather than practice alone) is an important determinant of performance change on this test. (Author/AM)

It was concluded that the abbreviated WISC-R may be appropriate when intelligence is a question relative to candidacy for therapy or as a noncritical, general indication of intelligence when IQ classification is not important and/or assessment time is limited. (Author)

Content bias of the McCarthy Scales of Children's Abilities (MSCA) was investigated with dominant English- and dominant Spanish-speaking Mexican American preschoolers. The identified item bias (mostly against the Spanish language group) is discussed in terms of information overload on memory as influenced by language differences in word length and…

Articles on IQ testing are presented: "Opportunity and Intelligence" (Stephen White); "Beyond the IQ: Education and Human Development" (Howard Gardner); "Beyond IQ Testing" (Robert J. Sternberg); "Working Smarter" (Roger J. Peters); "Varieties of Mind" (John L. Doris, Stephen J. Ceci); "Human…

This study examined whether a timesharing factor can be identified when a number of competing tasks are presented in the midst of a range of single tests designed to sample a broad range of psychological dimensions. A battery of single and competing tasks was presented to 126 subjects. (Author/LMO)

Spearman's general intelligence, or "g" factor, was investigated in a sample of 189 Black, 184 Hispanic, and 187 White children aged 6-11. The magnitude and loadings of factors on the Wechsler Intelligence Scale for Children (Revised) were similar for all three groups. (Author/GDC)

Canadian undergraduate students were administered the British general ability test, AH2, along with a multiple-choice vocabulary test and the Standard Progressive Matrices, a nonverbal ability test. Scores were compared with British norms and intercorrelated with those of the other two tests. Correlations with the other ability tests were low.…

The standardization sample of the Wechsler Adult Intelligence Scale-Revised (WAIS-R) was the basis for an analysis of the WAIS-R subscales in relation to demographic variables. Canonical correlation with orthogonal rotation of composite structural components was performed in order to determine interrelations between both sets of variables.…

The Learning Potential Assessment Device and Instrumental Enrichment are two much needed improvements in education. Used in tandem, they rectify previous problems of testing and teaching by providing an unbiased assessment device which does not rely on labels for categories of learners. (VM)

An analysis of a survey of assessment practices of 131 school psychologists revealed that they most often used the Wechsler Scales to identify gifted, gifted/learning disabled, and learning disabled students despite the availability of newly developed tests. A number of training needs relating to assessment were also identified. (Author/VW)

Evaluates the utility of the Bannatyne recategorization of WISC-R subtest scores for diagnosing and prescribing instruction for reading/learning disabled children. Concludes that the use of such scores is not warranted. (FL)

Psychologists and educational specialists with expertise in areas related to intelligence testing responded to a questionnaire dealing with possible racial and socioeconomic bias of IQ tests. Overall, experts hold positive attitudes about the validity and usefulness of intelligence and aptitude tests. (Author/LHW)

Major research findings relevant to use of the Wechsler Digit Span subtest in psychoeducational assessment are summarized. The cognitive processes and behavioral characteristics which determine performance on Digit Span are related to complex abilities. Recommendations and implications for research and assessment practice are presented.…