In September 1969, a random sample of 160 3- and 4-year-olds was selected from a larger group of individuals in 3 Early Childhood Education Program treatment groups (television only; television + home visitor; and television + home visitor + mobile classroom), along with a no-treatment comparison group, for the purpose of analyzing intelligence…

An intelligence test for use with rural Filipinos was developed using 25 general information questions. The questions bear on experiences common to most rural Filipinos. The methods of development and analyses are described. It is suggested that this strategy could be used with other peasant groups where an assessment of intelligence is needed in…

This essay discusses testing of the disadvantaged and the possibilities for new approaches to the problem. The black community's resistance to testing and the legal implications of employment and educational discrimination which results from testing are discussed. The objections to testing the disadvantaged are reviewed. At the end, it is hoped…

The research summarized in this paper was conducted on the Pine Ridge Indian Reservation in South Dakota. The purpose of the developmental study was to explore the cognitive aspect of development rather than to explore the personality as a whole. The Clinical Exploratory Method of Piaget was employed, which focuses primarily upon an experimental…

The relationship of test wiseness to I.Q. and the usability of I.Q. scores are discussed. Test wiseness involves the examinee's ability to obtain a high score on a standardized achievement test as a result of utilizing test-taking experience. Usability of I.Q. scores refers to the value of I.Q. scores to educators in making educational decisions.…

The views of E. L. Thorndike on the future of measurements of abilities, expressed 25 years ago, are summarized, and the future of measurements of abilities as it appears now is examined. Opportunities for improvement now arise mainly from increasing social concern for effective education. Measurement technology has developed rapidly and cannot…

This is the second report on intellectual development of children 6-11 years of age in the noninstitutionalized population of the United States as estimated from the Vocabular and Block Design Subtest data of the Wechsler Intelligence Scale for Children (WISC) obtained in the Health Examination Survey of 1963-65. It contains findings by selected…

The purposes of this study were: (1) to compare the Wechsler Intelligence Scale for Children (WISC) and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) as measures of individual intelligence of beginning first graders; (2) to determine the relationship of Verbal, Performance, and Full Scale IQ's of both tests to end-of-year…

This study determined the degree to which the Non-Language Test of Verbal Intelligence, developed to measure verbal ability through a nonlanguage medium, could measure verbal intelligence. Correlation with the Differential Aptitude Test-Verbal suggested the existence of some common, as well as some uncommon, factors between the two tests.…

Assesses the concurrent validity of the Vane Kindergarten Test with low socioeconomic status black preschool children with the Stanford-Binet as the external criterion. Also examines its feasibility with children below the age of 4 1/2. (Author/RK)

Six children with Down's syndrome who had shared the same preschool 3 to 4 years were administered psychological tests to see whether there were characteristics of mental functioning held in common. (Author)

Three measures of academic intelligence and three measures of social intelligence were investigated in a group of college students. In the social domain, intradomain correlations were no higher than interdomain, factor analyses produced no identifiable social factor, and academic measures were better at predicting a social competence criterion…

The 1972 re-norming of the Stanford-Binet Intelligence Scale for children from three to six years of age produced unusually high scores. When these children were retested three years later, some drop in scores was noted. Reasons for the initial scores and the score decline are discussed. (Author/JKS)

Questions the basis on which certain decisions are made and conclusions reached in schools with regard to intelligence testing. Discusses three distinct flaws in intelligence testing and how such tests must be designed to account for individual differences. (Author/RK)

Two culture free intelligence tests, the D-48 Test and the IPAT Culture Fair Intelligence Test, are valid predictors of achievement test scores for grade levels 8 and 9. Highly significant correlation coefficients are observed between ethnic memberships and each of the culture free tests and the SRA Achievement Test. (Author/DEP)