Eighty-three gifted children, aged 7-11, and their parents completed self-report instruments on personality adjustment. Intelligence was positively related to adjustment. Compared to the group as a whole, the children with higher IQs were less anxious and nervous and less likely to evidence problems in physical development, cognitive development,…

Two cases are cited to suggest that problem-solving has more value for the intellectual development of children when compared to the passive virtue of already knowing the answer. (DW)

Analyses of test results were used to identify a structure of intellectual abilities related to mathematical problem-solving performance. (MP)

Sex-related differences in mathematical problem solving performances and intellectual abilities were investigated. A battery of 19 "reference" tests for intellectual abilities and a mathematical problem solving test were administered to 82 fourth-grade females and 97 fourth-grade males. Sex-related differences were found for only two of the…

It is concluded from the results of this study that there are no significant differences in the types of problems experienced by children of different socioeconomic levels, or different levels of intelligence. (Author)

This study examined the scores obtained by 21 elementary-level gifted students on 4 different intellectual measures--Stanford-Binet (LM), Stanford-Binet (Fourth Edition), Otis-Lennon School Abilities Test, and the Cognitive Abilities Test. Results showed that the population of gifted students identified will vary greatly depending upon which test…

Howard Gardner is known for his theory of multiple intelligences, which holds that each individual's unique smartness cannot be measured by conventional IQ tests. Even the best students have flawed theories about existence and human behavior. Schools teach and assess everybody as though each has the same kind of mind. The ATLAS project respects…

Discusses "conundrum kids," who are intelligent and talented, but struggle and often fail because their learning styles and developmental timetables do not match the materials, methods, or sequences of a standard curriculum. Shows how one student with receptive language problems was helped by language therapy and alternative teaching…

THE VARIOUS KINDS OF TEACHER BEHAVIOR WHICH ARE ASSOCIATED WITH THE ACHIEVEMENT OF CHILDREN OF DIFFERENT KINDS OF PERSONALITY AND LEVELS OF INTELLIGENCE, AND THE PREDICTORS OF THOSE TEACHER BEHAVIORS ASSOCIATED WITH THE ACHIEVEMENT OF THE DIFFERENT KINDS OF CHILDREN WERE STUDIED. THE SAMPLE INCLUDED APPROXIMATELY 1,500 CHILDREN (GRADES 3 THROUGH…

Uses data from school age children (N=556) to test three models of the relation between adaptive behavior and intelligence. Model specifying adaptive behavior and intelligence as separate but related constructs proved significantly better than models specifying adaptive behavior and intelligence as completely unrelated constructs or as identical…

Academic, intellectual, and behavioral correlates of sociometric status among elementary-age children with learning disabilities (LD) were investigated. Peer rejection was unrelated to IQ or achievement scores but was related to LD children's social status, acting out, and withdrawn behaviors. Teachers rated rejected LD children as more…

This study of third-grade and fourth-grade children with (n=59) and without (n=57) learning disabilities found that LD students perceived themselves as less competent in the areas of intelligence, academic skills, behavior, and social acceptance. Contrary to expectations, subjects' self-perceptions were not affected by the choice of LD or general…

The differences between learning disabled (LD) and non-LD children's problem-solving protocols were analyzed during a picture arrangement task. Although the groups of 29 LD and 27 non-LD children were comparable in global mental processing and task performance, LD children had difficulty with representing problems and deleting irrelevant…