Taylor (1980) claims to show that the similarity in IQ between monozygotic twins reared apart found in prior studies is due to similarity in their environments. A reanalysis using Taylor's classification of environments but an alternative IQ measure shows that his findings do not constructively replicate. (Author/RD)

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)

The scores of elementary school students on the Quick Test were compared with scores on the Full Scale Wechsler Intelligence Scale for Children-Revised. The relationship between the two tests varied significantly with age and intelligence levels. (Author/CP)

This study provides guidelines for practitioners to determine the minimum differences, in scaled score points, needed for statistical significance when applying the Bannatyne recategorization of Wechsler Intelligence Scale for Children--Revised subtests on a individual basis. (Author)

Discusses an alternative approach to intelligence tests as a measure of intelligence. The approach is based on three classes of performance dealing with a person's choice of an internal representation for a problem, strategies for manipulating the representation, and abilities to execute elementary information processing steps required by the…

Investigates intellectual differences among high-fit young and old and low-fit young and old adult men before and after an exercise program. It is not clear from this study whether improvement in cognitive functioning with exercise is due to physiological or psychological changes or both. (Author/CC)

Outlines eight premises of individuals who believe racial differences influence mental ability (e.g., IQ tests accurately measure mental ability and IQ tests are equally valid across racial, ethnic, and cultural groups), challenging the classicist model of intelligence on which hereditarian assumptions of racial disparity are based. Refutes each…

A major criticism of standardized intelligence tests is their improper use in measuring the intellectual competence of culturally diverse children. Factors which complicate the issue are the definition of intelligence, content bias in intelligence tests, and the interpretation of test scores between white middle class children and children of…

Major reasons for the continuing divergency of opinion as regards the nature and meaning of intelligence are examined. An appraisal of intelligence as a relative concept is proposed which advocates the necessity of specifying the reference systems to which a statement about intelligence refers. (EH)

The issue of race differences in intelligence, especially with respect to American black and white populations, is adjudged to be "nonsensical" in terms of the framing of the question, the populations sampled, the testing instruments utilized, and the concept of "intelligence" postulated. (Author/EH)

The author questions why intelligence and intelligence testing have been so lightly treated in recent years. The topic has been in disfavor, and citizens and educators have tended to swing from one extreme to another in their evaluations of such matters of social concerns. This virtual dismissal of intelligence has been followed by great…

Compared the performance of 56 children on the 11 subscales of the Luria-Nebraska Neuropsychological Battery-Children's Revision. Results revealed significant differences on Receptive Speech and Expressive Language subscales, suggesting a possible differential sensitivity of the children's Luria-Nebraska to verbal and nonverbal cognitive deficits.…