Some specific intellectual abilities show consistent sex differences which vary in degree according to types of tests and samples examined. Reviews the empirical support for these differences, as well as the methodological difficulties, data and sampling limitations, interpretative biases, and contradictory results of much of the sex-difference…

Studies published since 1965 on the relationship between classroom behavior and academic achievement are reviewed. Criteria are established for selecting the studies, the research is assessed, and recommendations for future research are made. (MH)