Compared the performance of 29 institutionalized cultural-familial mental retardates on Piagetian conservation tasks. Examined the effects of age, sex, and degree of retardation on conservation performance. (BD)

Normal infants were administered the Bayley Scales of Infant Development at 6 months and the Stanford-Binet Intelligence Scale at 3 years. At 6 months the quality of stimulation found in the early environment was measured. Results indicate that home environment may contribute to instability of performance on infant tests. (GO)

Administered the Hooper Visual Organization Test (VOT) to 54 elementary students referred for psychometric evaluation. Results showed no significant relationship between sex and VOT scores, but age and IQ were significant correlates. (JAC)

Evaluated demographic and developmental differences in case studies of disturbed children (N=58) who were treated with developmental therapy. Results indicated children differed in age, intelligence, and mother's employment status. Although all children progressed in behavior, communication, socialization, and academics, no difference was found in…

Very close age spacing was an obstacle to high academic performance for later borns. In family relations and self-esteem, first borns scored better and performed in school as well as their potentially much more able younger siblings, regardless of age spacing. (Author)

Groups of middle-aged and elderly men and women were compared on three problem solving tasks, including written problems, the 20-questions procedure, and problems administered on a Heuristic Evaluation Problem Programmer. (MS)

A study involving 75 elementary students, 51 with high-incidence disabilities, investigated variables associated with learning in an inquiry-oriented approach to the study of density and buoyancy. Preconceptions, scientific predictions, and academic achievement measures were not predictive of task performance. However, grade level and IQ were…

This pretest report on the National Head Start Evaluation Project gives data on ethnicity and ages of children enrolled in four Head Start centers in Oklahoma, New Mexico, and Arizona, and describes the present status of evaluation at these centers. Completed pretests, proposed evaluation instruments, and available pretest data are presented.…

This report summarizes the results of the administration of the vocabulary and Block Design subtests of the WISC to a national probability sample of noninstitutionalized youths 12 through 17 years of age. Information is presented on the derivation of percentile equivalents, normalized scale scores, and a short-form estimate of Face Scale Scores.…

Eleven studies made between 1958 and 1960 gathered information about the conditions under which children seek out television and under which TV has an effect on them. This book describes these studies and reports and interprets their results. In the first few chapters, some of the changes TV has made in the child's world are described, and…

Eleven to fourteen year olds judged the size of eight angles. Subjects were grouped according to reading ability and their nonverbal intelligence was measured. Significant differences in performance were found in relation to age and ability variables, and between the angle-size ranges of 0 to 90 degrees and 90 to 180 degrees. (Author/RD)

Suggests that a careful review of the logical and empirical bases for the myth argument indicates that there is little to justify it. The evidence suggests that if one lives long enough, decrements in at least some of the important abilities of intelligence is likely to occur. (Author/AM)

This report discusses the outcomes of a study that examined 216 comparably aged children and adolescents (ages 2-18) with fragile X or autism to determine whether longitudinal change in cognitive ability and adaptive behavior was similar in the two groups. Results found decreases in Intelligence Quotient scores in young children with fragile X as…

The mental growth patterns of 204 children were investigated on four different test occasions covering a five-year period, ages six to 11. There is no evidence of intellectual differentiation after age six nor is there a systematic decline in size of WISC subtest intercorrelations with increasing age. (Authors)