Uses neuropsychological and developmental models of number, counting, and arithmetical skills as well as supporting working memory and speed of articulation systems as the theoretical framework for comparing groups of low- and average-IQ children. Indicates that low-IQ children's conceptual understanding of counting did not differ from that of…

One hundred eighty-eight randomly selected case studies of adjudicated adolescents were analyzed to determine their intellectual levels and the scholastic achievement levels in reading and arithmetic. (CL)

The cognitive determinants of number series completion performance were studied by presenting a systematic set of problems to adults and to children of high and average intelligence, grades 4 and 5. Pearson correlations between these problems and the number series on the Cognitive Abilities Test were .51, .78 and .43 for the average intelligence,…

Data from the Japanese standardization of the Wechsler Preschool and Primary Scale for Intelligence were used to analyze the structure of abilities of Japanese children in terms of the Burt-Vernon hierarchical model of intelligence. It was suggested that the pattern of cognitive strengths and weaknesses that emerged would help clarify a number of…

To measure school achievements in spina bifida children, to relate these measures to certain variables, to obtain information on educational problems, and to study facets of cognition and its changes with age, 77 spina bifida children and 53 amputees (all aged 5 to 15) were tested. Sixty non-disabled children were at times used for controls. The…

The issue of multiple-choice (MC) vs. created-response (CR) test-item formats was reexamined at the eighth-grade level in three subject areas: general science, American history, and arithmetic. In each subject area, alternate forms with the same item-content but differing in which items were in which format were prepared from standardized tests.…

Are children intellectually impaired as a result of low birth weight and does relative impairment change as children grow older? Premature infants from a range of socioeconomic groups were studied in five rounds over 13 years to provide neurological, psychological, achievement, and sociological data on 582 children in three birth weight groups. A…

The development of social maturity, language, and arithmetic abilities was studied over a 3-year period in 103 mentally retarded children from high IQ (51-75) and low IQ (26-50) groups in special schools and special classes. Among findings were that the high IQ groups of both special classes and special schools showed much improvement over the…

The cognitive determinants of number analogy performance were studied by systematically manipulating the processing demands imposed by the items. To explore sources of developmental differences in analogical reasoning, subjects were included from two age levels, grades 4 and 5 and college. To allow the investigation of individual differences in…

Seven contributors treat teacher diagnosis of educational difficulties. Robert Smith and John Neisworth review the fundamentals of informal educational assessment; Neisworth describes the educational irrelevance of intelligence; and Smith discusses perceptual motor skills. Also included are James Lister on personal-social-emotional skills, G.…

To determine whether children with below average intelligence who are motivation oriented (MO) are different in school achievement from those who are oriented toward hygiene (HO), 72 children (ages 12 to 17, IQ's 50 to 89) subjects were divided into four groups of 18 by intelligence and by orientation as determined by the Choice-Motivator Scale:…

Gender differences in level and pattern of cognitive abilities were examined in 49 learning-disabled college students. Females were stronger in visual-motor abilities and verbal conceptualization, whereas the males' highest abilities were nonverbal visual-spatial. Both groups showed weaknesses in memory for digits and factual knowledge and in…