A review of the technical data available on the 1972 norms edition of the Stanford-Binet demonstrates how inadequate these data are. The Stanford-Binet should not continue to be used in important decision making processes unless this weakness is corrected. (Author)

Investigates the sociocultural factors which influenced the development and acceptance of the IQ as a concept and intelligence testing as a procedure in the United States between 1900 and 1930. (DB)

Army alpha longitudinal data on the same 96 males tested in 1919, 1950, and 1960 were analyzed in addition to data on 123 undergraduates tested in 1972-4. Young adults in 1919 and 1970 were similar. Results suggest that traditional factor analysis taxonomies for young adults misrepresent elderly persons. (Author/CP)

Learning disabled children performed lower than general education children on all five major scale indexes. A similar amount of scatter was present in the profiles of learning disabled and general education children. No specific pattern of scale indexes could be determined as typical for learning disabled children. (Author)

The Wechsler Intelligence Scale for Children (Revised) may unfairly penalize special education children who are reevaluated with this instrument. Fluctuations in IQ scores due to the instrument of measurement must be recognized, and appropriate action taken to insure that children are evaluated for special class placement on comparable bases.…

To help students find job satisfaction, teachers should advise office education students about what employers will expect of them, how to fill out a job application, what to expect in clerical tests, the reason for personality and intelligence tests, and different aspects of the job interview. (CT)

A comparison of reading subtests of the Wide Range Achievement Test, Peabody Individual Achievement Test, and Slosson Oral Reading Test showed a high correlation between the WRAT and PIAT. Suggests the WRAT and PIAT measure the same dimension of reading achievement, possibly verbal fluency. (Author/JAC)

There were no predominant trends of reward preferences among different social classes. Both individual and social rewards effectively raised IQ scores of low socioeconomic status children and reduced the differences in IQ scores between the two groups. (Author/JAC)

The author attacks not only the racism inherent in existing IQ tests, but the very concept of a standardized intelligence test, which, he asserts, lacks certain basic criteria of consistency and validity necessary to a scientific device. Part of a theme issue on intelligence. (SJL)

The construct of general intelligence is discussed in the context of factor models, differential validity of tests, Piagetian tasks, heritability, social class, and race. The general factor is an abstraction resulting from genes, environmental pressures, and neural structures involved in cognitive or intellectual human behavior. (Author/RD)

Considers problems that arise at the interface between psychology and education, including inadequate training of school psychologists, the controversy over the use of IQ tests, and insufficient financial resources. Analyzes the role of social and economic forces controlling the policies that affect American schoolchildren. (Author/GC)

The System of Multicultural Pluralistic Assessment (SOMPA) is an assessment system compatible with Public Law 92-142. A general description of SOMPA is provided. (JKS)

A longitudinal study of approximately 1,000 students aged 10-16 showed high stability of intelligence and creativity. Stability coefficients for intelligence were higher than those for creativity. Results supported the construct validity of creativity. (MH)

The cerebral laterality of children with various configurations of verbal-performance discrepancies was inferred with an objective measure of lateral preference using Verbal and Performance IQ scores of the WISC-R. Results were interpreted as lending support to the notion of competition antagonism between cortical hemispheres and a possible…

The study compared the performance of 35 lower SES black kindergarten children on the WPPSI and the 1972 Norm Edition of the Stanford-Binet. Contrary to the findings of previous investigations before the restandardization of the Binet, the WPPSI was found to yield a significantly higher mean IQ than the Binet. (Author)