The question of how to integrate developmental (Piagetian) and psychometric conceptions and assessments of intelligence is considered. A solution which incorporates the contributions of each position--intelligence as forms and as traits--is offered. Premises and objectives of each tradition are reviewed and compared. Overlaps make synthesis…

Persons representing the extremes of intelligence cannot be included in the same study unless they are approximately equated on mental age, in which case the relative performances of the extreme groups can provide useful information about the nature of intelligence. (Author/RD)

This article explores what the concept of intellectual character offers that traditional views of intelligence based on abilities do not. The origins of the concept of thinking dispositions are traced and various views regarding the dispositions that might comprise and define one's intellectual character are investigated. Educational implications…

Seeing intelligence as neither strongly hereditary nor necessarily stable over time, and accepting the notion that it is a significant determinant of future occupational status, liberal psychologists and educators rely on the intervention of social institutions, primarily the school. The liberal view toward testing and intelligence is discussed.…

In this response to the critiques by Jensen and McVicker Hunt, we focus on the meaning of g, the permanence of effects produced by early education, and the educational significance of IQ gains produced by early education programs. New longitudinal data from our study presented. (Author/RD)

An approach to intelligence which emphasizes domain-specific constraints on knowledge structures is compared to information processing approaches. The evaluation of any cognitive ability as being intelligent crucially depends on prior specification of the formal constraints on the domains of knowledge from which that ability originates. (Author/RD)

The third edition of the Wechsler Intelligence Scale for Children (WISC-III) is reviewed. A comparison of the WISC-III with the Weschler Intelligence Scale for Children-Revised (WISC-R) is included. Discusses shortcomings of the WISC-III while noting that overall, there are substantial improvements in the WISC-III over the WISC-R. (KW)

Ramey and Haskins report two findings of major importance: absence of decline in test scores and absence of mother-child correlation for treated children. Implications of these findings are discussed. (Author)

Intended as a nontechnical review of current scientific knowledge in the field, this essay considers the nature of primary and secondary intellectual abilities, plus the major features of, and the development of individual differences in, the skills and capacities constituting intelligence. Part of a theme issue on intelligence. (Author/SJL)

Reviews findings on the predictive validity of psychometric tests of intelligence. Concludes that conventional tests of intelligence can be useful but only if they are interpreted very carefully, taking into account the factors that can affect them, and in conjunction with other measures. (Author)

The research described in this article addressed the question of why siblings commonly have different developmental outcomes despite their common beginnings. The studies analyzed behavioral development, especially through examination of deviant behaviors and intellectual development, by tracing siblings' different life histories. The work is based…

This three-part report discusses the concept of intelligence and its importance for educators. Part 1 considers the basic question of what intelligence is. Part 2 discusses the implications of notions of intelligence for schooling, dealing with both the training of content knowledge and the training of intellectual skills. Each of these first two…