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.…

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)

Patterns of intellectual ability of Arab children aged 6 to 16 years were examined using the new Arab WISC-R. As in prior work, a distinct profile emerged: relative superiority in Verbal over Performance IQ's which diminished with age as a flat profile emerged in adolescence. An environmental explanation is offered. (Author/RD)

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…

This introductory article examines how intelligence theory influences the way we identify and assess students, our attitudes toward giftedness and gifted students, the models upon which we base our programs and interventions, and many other aspects of gifted education. Past, present, and emerging intelligence theories are discussed. (Contains…

A study looked for age differences in the quality of responses to the Life Review Task (LRT), studied the LRT itself as a tool for exploring wisdom and intellectual functioning in adulthood, and considered personality characteristics and life experience as alternative predictors of response quality. Sixty-three West German women of different ages…

The purpose of this study was to investigate further the relationship between sex and a decline of intellectual abilities during adolescence and to examine some personality differences between young women who declined in intellectual abilities during adolescence and those who did not. Differences examined were: need to be included, need to be…

A study was conducted to investigate the predictive validity of parents' ability to attend to their children (ATA) on intelligence and to determine to what extent ATA and social class variables, in combination, can account for the discrepancy in the IQ scores of children of different races. Ss were 700 Head Start children. The criterion variables…

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.…

Support for the confluence model of intellectual development has come from analyses of family size-birth order means of large aggregate data sets. Analyses of individual scores do not substantiate the confluence model, as explained variance is markedly reduced. The study of family interaction variables utilizing longitudinal data is recommended.…

Zajonc and Bargh's (EJ 241 537) application of the confluence model to six national data sets is critiqued. Extreme differences in intelligence levels are predicted between nations, including substantial retardation for some populations. Moreover, the parameter values used do not allow mental growth functions which are consistent with previous…

In this response to the critiques by Jensen and McVicker Hunt, we focus on the meaning of g, the permanence of effects produced by early education, and the educational significance of IQ gains produced by early education programs. New longitudinal data from our study presented. (Author/RD)

In this study, the relationship between a refined measure of the learning environment of the home and the levels and profiles of a set of mental ability scores of children from five Canadian ethnic groups was examined. Significant group differences persisted in the verbal, number, and reasoning scores. (Author/JMB)

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)