Paper explores the use of an intelligence test in a southwestern university. Honor students performed significantly better than the average freshmen and the developmental/remedial students. Results suggest that developmental students lack specific cognitive abilities as well as some higher order thinking skills. Implications are discussed. (RJM)

Deviations in children's mental test performance were studied for children of 169 disadvantaged mothers at 24, 48, and 96 months to determine whether aspects of the child rearing environment predicted the deviations from expected values. Relationships between aspects of the environment, child intelligence, and child characteristics are discussed.…

The Slosson Intelligence Test (SIT) and the Stanford-Binet, Fourth Edition (SBIV) were administered to 95 elementary students referred because of either learning problems or potential giftedness. SIT scores predicted SBIV verbal scores more accurately than composite scores. Overall the SIT predicted SBIV scores better for students with learning…

In their reply to the present author's critique (1991), J. H. Kranzler and A. R. Jensen have still not demonstrated that a factor of general intelligence, "g," depends on, or contains, several independent factors. They have only demonstrated that an estimate of "g" is predictable from several independent components. (SLD)

A correlation matrix of 21 structure-of-intellect (SOI) tests taken by 204 Marine officers at a military base in Southern California, which was intended to reflect aptitudes for military leadership, was reanalyzed through exploratory factor analysis and confirmatory maximum likelihood factor analysis. Higher order factors appeared to have…

Ipsative subtest pattern stability was examined for 60 preschool children (31 males and 29 females) on the Bracken Basic Concept Scale and the Kaufman Assessment Battery for Children over a 4-6 week test-retest interval. The moderate level of profile stability found warrants cautious use of the ipsative interpretation approach. (SLD)

This study evaluated the reliability and validity of the Blind Learning Aptitude Test with 193 Indian children (ages 8-15) with visual impairments and the relationship between time to complete and test performance. Results indicated satisfactory validity and reliability and completion rates of 30 to 133 minutes. (DB)

For 40 gifted students, the mean Full Scale score of the Wechsler Intelligence Scale for Children-Revised was 13.52 points higher than the mean composite score of the Stanford-Binet, Fourth Edition (Binet-IV). Between the two instruments, 11 of 15 possible subscale correlations were significant. Use of the Binet-IV might result in placement of…

The manual for the Fourth Edition of the Stanford-Binet Intelligence Scale is reviewed. The test has been updated in content and design, following a rationale that is likely to make it a major individual intelligence test. The test appears readily adaptable to use in Australia. (SLD)

Administered Continuous Performance Test (CPT), Wechsler Intelligence Scale for Children-Revised, Wide Range Achievement Test-Revised, Bender Visual-Motor Gestalt Test, and reading comprehension subtest of Peabody Individual Achievement Test to 54 school-aged children and adolescents referred for evaluation of learning disabilities. Parents…

Data from 664 students referred for special education evaluations were used to create Wechsler Intelligence Scale for Children-Revised (WISC-R) short form. Used short form during 3-year reevaluations of 35 learning-disabled students. All short form deviation quotients fell within students' Full Scale intelligence quotient range. No student was…

Standardization data based on responses of 616 Puerto Ricans to the Spanish version of the Wechsler Adult Intelligence Scale (D. Wechlser, 1981) reveal reliability data and base rates to assist in evaluating the clinical significance of differences between Performance Intelligence Quotient (PIQ) and Verbal Intelligence Quotient (VIQ).…

Examines interrelationship of schooling, intelligence and income. Presents data from seven studies examining the effect of schooling on IQ. Concludes that variation in amount of schooling is related to variation in intelligence test scores as well as to variation in economic outcome. (MMU)

Describes recent developments in intelligence theory, applied measurements, and research methodology that suggests new research is needed to reexamine the relative importance of both general and specific cognitive abilities in explaining school achievement. Presents summary of results that examines relationship between "g" and seven…

Urges that discussion of the future of intelligence testing differentiates the evolution of theory and research from trends in clinical (school-based) practice. States that school-based assessments will not be valued because they are efficient, mandated, or empirically linked to theories of cognition but because they are functionally and fairly…