To determine whether the idea is empirically supported that the majority of left-handers were intellectually inferior to right-handers, current research was examined. Inquiry indicated that the cognitive performance of left-handers was not significantly lower. (Author/CM)

This study investigated the relationship between Jensen's Level I-Level II mental abilities and how they correlate with problem solving in college students. The Level I-Level II correlation was not significant, but intelligence and problem solving were significantly correlated. Results are discussed in relation to prior findings. (Author/RD)

Analyses of 109 drug-abusing adolescents indicated that inhalant abusers performed significantly more poorly than polydrug abusers on 20 of 67 neuropsychological measures. Deficits were observed on both global (WAIS and WRAT) and specific measures (perception of speech sounds, visual suppression, sensory perception, and trails). (Author/SJL)

Naval recruits attending a remedial reading program were compared to regular recruits on verbal, nonverbal, demographic, and eye-hand laterality measures. Verbal intelligence scores on the General Classification Test differentiated best between the two groups. Findings on race and laterality factors are also discussed. (Author/SJL)

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 effects of social reinforcement on two motor tasks by 40 retarded adolescents with high (8.09 yr.) and low (5.45 yr.) mental ages was investigated. Social reinforcement influenced persistence but not speed of performance. The effectiveness of praise on retarded subjects' performances varies with the type of motor task used. (Author/RD)

EEG correlates of intellectual functioning in academically handicapped and talented adolescents were investigated. Data from Ertl's Brainwave Analyzer were factor analyzed and used to predict verbal, numerical, reasoning, and spatial abilities and reading and mathematics achievement. Correlational patterns differed by group. Implications for…

Children referred for psychological evaluations of completed the Bender-Gestalt and then reproduced designs from memory. Numbers of designs recalled increased with age and Performance Intelligence Quotient. The importance of developmental level in evaluation and establishment of cut-off recall scores for designs were discussed. (Author/RD)

While for 31 trainable mentally handicapped children and for 31 nonhandicapped, there were no differences in static balance on left or right legs, total balance time was significantly different between the two groups. This confirms prior work which related motor proficiency to intelligence. (Author/RD)

Correlations between McCarthy Scales of Children's Abilities and teachers' ratings of academic achievement were investigated. McCarthy Scales are useful in predicting achievement of normal children, but further research is needed with learning disabled students. Use of teachers' rating scales with low functioning children is discussed in light of…

Subjects with higher verbal than performance IQ's achieved significantly poorer Pascal-Suttell Bender-Gestalt scores than subjects with higher performance over verbal IQ's. The latter subjects were more likely to have dropped out of high school and to have spent some time in prison. (Author/RD)

Data on the magnitude of significant Wechsler Intelligence Scale for Children-Revised Verbal-Performance Intelligence Quotient (IQ) discrepancies (specifically the nondirectional aspect of significant frequencies) within the normal population are often misunderstood by clinicians. Suggestions for remedying inaccuracies in reporting discrepancies…

This study explored the influence of intelligence on the direction of conjugate lateral eye movements during problem solving. The gifted, average, and retarded 13-year-olds tested did not differ. Thus, the premise that intelligence differences influence problem-solving style (as indicated by conjugate lateral eye movements) was not supported.…