This paper considers the role of intelligence in lifetime achievement, noting the importance not only of general cognitive ability but also abilities not measured by standardized intelligence tests. It urges educators of the gifted to utilize their knowledge of intelligence and talent development to challenge the one-dimensional conception of…

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.…

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)

Disparities between European countries and the U.S. in terms of incidence and prevalence of mild mental retardation have become apparent. A model of intellectual performance that might explain disparities and predict future levels of occurrence of mild mental retardation is presented. Such explanations are relevant for theory and policy decisions.…

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)

Presents longitudinal data regarding detrimental effects through 36 months of age on intellectual, behavioral, and social-interactional development in a nonsupportive caregiving environment, and the continuing amelioration of those effects in a supportive caregiving environment. Suggests that mothers of fetally malnourished infants may have had…

Separate dimensions of infant cognition were compared with parental general- and specific-cognitive abilities for 182 adoptive and 164 nonadoptive families. More parent-offspring resemblance was present when 24- rather than 12-month Bayley factors were used. Bayley factors were more related to parental g than to specific abilities. (Author/RD)

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…

Infants judged to be at risk for subnormal intellectual growth were randomly assigned to an experimental (N=27) or a control (N=25) group. Infants in both groups received medical care and dietary supplements; their families received social work services on a request basis. Experimental children participated in an educational day care program…

Reviews the current theories concerning individual differences in cognitive functioning. While some argue that heredity places a genetic cap on intellectual development, others emphasize the dynamic interrelationship between cultural and environmental factors. Concludes that intelligence is more complex than the heredity advocates allow. (MJP)