Discusses problems of early childhood program evaluation based on curricula variations, critiques of achievement and intelligence testing, analysis of predictive validity and the relationship between home and school environments. Identifies new directions for evaluation in each of these areas. (DP)

The deficit hypothesis operates on the differences in level of intelligence as determined by testing; the differential hypothesis opposes direct interpretation of linguistic forms as cognitive structures and attempts to understand the nonstandard speaker. (DD)

This paper uses the eskimo as an illustration to argue that research based on a multi-ability model of intelligence such as the structure of intellect (Guilford, 1967) could identify cognitive strengths of culturally different groups and suggest occupational and educational areas where strengths could be used to advantage. (Author/SM)

A critical evaluation of the Ammons and Ammons Quick Test, a test of verbal-perceptual test which is part of the applicant screening procedure of the Job Corps. (JM)

Butch and Slim was written as a response to a need for a rather specialised group of items in the Reasoning sub-scale of the British Intelligence Scale. (Author)

Culture fair tests should be examined and reviewed closely before being used and should not be regarded as the answer to testing the culturally disadvantaged. (Author)

It is argued that developmental task analysis is of primary value in the psychoeducational programming of children with learning and behavioral problems. (Author)

Authors believe that they have tentatively demonstrated that the Montessori curriculum is effective over a period of two years in nurturing continuing development in children in the areas of visual-motor integration, matching and sorting skills, psycho-motor skills, and to some extent number concepts. (Authors/MB)

Authors examined the CFR (cognition of fugural relations) items in 166 group intelligence tests listed in the Sixth Mental Measurements Yearbook as well as 35 other tests in Educational Testing Service's test collection. (Authors/MB)

Principal finding of this study was the association between tutors' familiarity with the test materials and greater test score gains by their pupils. (Authors)

Argues that William Shockley's position lends itself to racist interpretations which promote prejudice and provide elitist teachers and administrators with another excuse for failing to teach black children. (Author/JM)

Presented are: the specific causal relationships between skills assessed on the various subscales of the tests employed; the value of the cross-lagged panel correlation technique in causal analysis; and, an extensive methodological examination and qualification of this analytic model. (Authors/MB)

The mental growth patterns of 204 children were investigated on four different test occasions covering a five-year period, ages six to 11. There is no evidence of intellectual differentiation after age six nor is there a systematic decline in size of WISC subtest intercorrelations with increasing age. (Authors)