WISC-III scores of 233 students (ages 9 to 13) with mental retardation were examined. Boys had higher Full Scale, Verbal, and Performance IQs than did girls. Boys also had higher scores on six of the 10 subtests. In addition, all of the statistically significant differences were in favor of boys. (Author/CR)

In this study, children (ages 7-12) of average intelligence who had learning disabilities (LD) (n=29) and typical children (n=30) were individually tested in a task that investigated the development of proportional structures of thought. In addition, mathematical knowledge was assessed on the Woodcock-Johnson Tests of Achievement-Revised (WJTA-R).…

Arthur Jensen has argued that genetic differences in abstract reasoning ability, not cultural bias in the test item, are the causes of differences in standardized test performance between American Blacks and Whites. He used a study by Frank McGurk to support his argument. McGurk's study used test items judged most cultural or least cultural. These…

The relationship between field independence, intelligence, and social class was investigated in a group of 150 kindergarten, second, and third grade children. The effect of social class upon field independence was also studied after controlling for intelligence. The Portable Rod and Frame Test was administered ten times using instructions…

Investigated whether men and women produced similar Verbal Intelligence Quotient (IQ) and Performance IQ patterns following unilateral cerebral lesions. No consistent evidence of Sex X Lesioned Hemisphere interactions was found. Differences in the lateralization effects between men and women were not reflected in direction or pattern but only in…

Mothers' use of true (non-controlling) and limiting (controlling) questions with 26 developmentally delayed and 26 nondelayed preschool children were examined. More true questions were asked with 4- than 2-year-olds, and with nondelayed than delayed children. Limiting questions decreased as nondelayed children grew older, but increased as delayed…

Prompted learning and transfer were compared for mildly retarded (N=26), average achieving (N=15) and above average (N=15) children (ages 11 to 16 years). Subjects learned a problem solving strategy which utilized a graduated series of prompts. Retarded children required more assistance and more training to learn and transfer the trained strategy.…

Three experiments were conducted with 91 male and 91 female university students to assess sex differences in performance on speeded matching tests and theory on same-different judgments. Results are interpreted via the dual-process hypothesis of same-difference judgments with sex differences explained in terms of serial comparison processes rather…

United States Employment Service data on the cognitive and noncognitive aptitude requirements of different occupations were used to create an occupational classification--the Occupational Aptitude Patterns (OAP) Map. Thirteen job clusters are arrayed according to major differences in overall intellectual difficulty level and in functional focus…

The purpose of this study was to investigate the relationship between auditory discrimination, as measured by the Wepman Auditory Discrimination Test, and reading achievement, as measured by the Woodcock Reading Mastery Tests. After controlling for intelligence, there was little more than a random relationship between auditory discrimination and…

Individual differences in visual recognition memory and intelligence were correlated using 52 five-year-olds whose IQs ranged from 40-136. The correlation between memory performance and IQ was .70 for whole sample, and .61 when children with IQs below 75 were omitted. Immediate recognition memory is highly associated with intelligence. (Author/RD)

This study investigated the factor structure of the 10 subtests of the Career Maturity Inventory (CMI). Although two principal factors emerged, the CMI Competence and Attitude subtests did not load distinctly on the two separate factors. Results also tended to indicate that the discriminant validity of the CMI may be minimal. (PN)

The Revised Wechsler Memory Scale, Wechsler Adult Intelligence Scale subtests, and Halstead-Reitan battery were factor analyzed. Five types of memory were isolated: immediate verbal, recent verbal, recent figural, figural learning, and verbal learning storage. Loadings of memory and nonmemory tests indicate a closer relationship between some of…

The usefulness of the Peabody Individual Achievement Test General Information subtest as a general screening instrument with non-retarded subjects is shown in a study of concurrent validity between the subtest and the Wechsler Intelligence Scale for Children-Revised. Correlations between the instruments in two intelligence groups are discussed.…

Normal and retarded adolescents recalled consonants after 0, 9, and 27 seconds of tonal detection and performed the detection task without recall. Subjects were classified as rehearsers or nonrehearsers, depending upon variations in tonal detection accuracy or response times across conditions. Normal and retarded nonrehearsers showed equal…