The relationship between intelligence and personality has been of scientific interest for over 100 years. However, most contemporary estimates of these relationships are limited because they do not separate the variance due to general and narrow cognitive abilities. This study demonstrates that this methodological oversight can distort estimates…

Generalized estimating equations were used to examine the relation of low birthweight, an indicator of adverse perinatal events, and social disadvantage to IQ changes during the period of school attendance. Data are from a longitudinal study of low birthweight and normal birthweight children in two disparate communities, an inner-city and near-by…

Reliable Digit Span (RDS) is an indicator used to assess the validity of cognitive test performance. Scores of 7 or lower suggest poor effort or negative response bias. The possibility that RDS scores are also affected by pain has not been addressed thus potentially threatening RDS specificity. The current study used cold pressor-induced pain to…

Previous challenges to the usefulness of traditional IQ measures in capturing the full range and magnitude of cognitive abilities have particular relevance for the assessment of persons with Fetal Alcohol Spectrum Disorder (FASD). How the construct of intelligence is operationalized can be critical for these persons since IQ scores typically…

The general ("g") factor is the most general and relevant cognitive ability. This factor is considered to be one of the most important predictors of academic achievement and of many other socially relevant behavioral outcomes. In the last decades, many researchers have investigated the possible changes in the relevance of the…

There is evidence that IQ tends to be higher in those who were heavier at birth or who grew taller in childhood and adolescence. Although these findings imply that growth in both foetal and postnatal life influences cognitive performance, little is known about the relative importance of brain growth during different periods of development. We…

Research on the Wechsler Adult Intelligence Scale-Revised and Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) suggests that practicing clinical psychologists and graduate students make item-level scoring errors that affect IQ, index, and subtest scores. Studies have been limited in that Full-Scale IQ (FSIQ) and examiner administration,…

This paper describes new approaches to assessment in dance and dance education. The first part examines assumptions behind traditional models of evaluation in academic and performing arts contexts. I consider whether it is useful to understand human ability as unitary or if it is meaningful to evaluate people according to a single dimension of…

Correlations and mean score differences between IQs derived from the Universal Nonverbal Intelligence Test (UNIT; Bracken & McCallum, 1998) and the Wechsler Intelligence Scale for Children-Third Edition (WISC-III; Wechsler, 1991) were compared. Participants were Limited English Proficient (LEP) Mexican-American elementary school students, who…

Bias in testing has been of interest to psychologists and other test users since the origin of testing. New or revised tests often are subject to analyses that help examine the degree of bias in reference to group membership based on gender, language use, and race/ethnicity. The pervasive use of intelligence test data when making critical and, at…

Since its founding in April 1932, "The Journal of Negro Education" has published articles, reports, and reviews examining the results of intelligence and other mental tests given to African Americans. In these studies, historically social scientists contributing to the "JNE" sought to clarify what these intelligence tests were…

With few exceptions, the development of adult intelligence assessment instruments has proceeded along the lines of the Binet-Simon tests for children, stressing psychological assessment over the evaluation of what an individual knows. These tests, developed over 90 years ago, were quite effective in predicting school success, but were much less…

This study evaluated the construct validity of the Wechsler Intelligence Scale for Children, Third Edition (WISC-III) with children (ages 8 to 13) having learning disabilities who were either Hispanic (N=120) or Non-Hispanic white (N=120). Factor analyses found that the WISC III has a three factor structure consisting of verbal comprehension,…

Social-emotional competence (SEC) is considered a measure of an individual's total effectiveness in dealing with the environment. To verify empirically whether SEC depends on the intelligence and social maturity of young children, a study of 40 preschool children was undertaken in India. A standardized intelligence test was administered to the…

This paper describes the highly gifted student population and provides principles for establishing inclusionary educational environments for them. Highly and profoundly gifted children are described as those who score above the third of fourth standard deviation on IQ tests or who are prodigies in a particular domain. Principles for placing highly…