The confluence model of cognitive development was tested on 7,060 children. Family size, sibling order within family sizes, and hypothesized age-dependent effects were tested. Findings indicated an inverse relationship between family size and the cognitive measures; age-dependent effects and other confluence variables were found to be…

Though some unexpected sex differences were discovered, the two diagnostic categories were not found to be psychometrically distinct. Further, the results of a longitudinal analysis suggested that, while IQ scores remained relatively stable over time within a subset of the original sample, achievement scores definitely declined. (Author)

Performance was better for children above six years of age and better in Spanish than English. It is suggested that the Peabody Picture Vocabulary Test never be used to assess the general intelligence of Mexican American children, because it likely underestimates their ability. (Author)

In the 1950s and 1960s, donors of international aid attempted to impose a Western, technological form of schooling on the developing nations. In the 1970s, however, rediscovery of a pluralistic concept of intelligence has led donors toward a reappraisal and emphasis on more culture-specific educational interventions. (SJL)

Sex differences in self-perceptions of intelligence and self-confidence were examined. In third grade, perceptions of intelligence favored females; by fifth grade, males were favored. Differences persisted into eighth grade. Sex differences could not be explained by internalizing sex-stereotypes. (Author)

Analyzed WISC-R profiles along a three-factor approach for purposes of differential diagnosis. Profiles of 278 school-verified learning disabled children were compared to those of Educable Mentally Impaired (N=141), Emotionally Impaired (N=67), Otherwise Impaired (N=61), and Nonimpaired (N=294). Resulting data was not useful in differential…

This paper reviews current models of problem solving to identify results relevant to teachers or instructional developers. Four areas are covered: information processing models, approaches stressing human abilities and factors, creative problem solving models, and other aspects of problem solving. Part of a theme issue on intelligence. (Author/SJL)

Piaget's ideas are discussed: that the basic thrust of education is determined by the intellectual development of the child, that the child's intelligence develops in definite stages, and that the goal of the developmental process is to reason in logical terms. (MLW)

The purpose of the study involving 573 third graders was to explicate the relationships between student test performance on standardized intelligence, achievement, and creativity tests and teacher perceptions of these abilities. (Author)

Reports on the findings of a comparative study of mental abilities of Mexican and American children. Discusses age, sex, social class, and urban-rural differences, as well as cultural differences. (SS)

Commonly used standardized intelligence scales are free from the inherent flaws that allegedly result in discriminatory assessment. Issues of internal validity, predictive validity, and examiner effects are discussed. (Author/JKS)

Multiple regression analyses were conducted using kindergarten intellectual, academic, and social variables to predict third-grade classroom behavior and achievement. Results indicate that kindergarten social and academic competencies were optimal predictors of later achievement-related behaviors and achievement. A social competence measure of…

The Missouri Children's Picture Series, a nonverbal objective personality test, was administered to 119 normal elementary children and 77 institutionalized aggressive adolescents. Several of the test scales, particularly the aggression and maturity scales, differentiated significantly between the groups. IQ related to test scores only for the…

Data are reviewed from the US National Longitudinal Study of Educational Effects. Results from aggregate analysis are quite similar to those reported by others. When individual variation is explored, however, the effects of family configuration become relatively trivial, and the confluence theory appears untenable. (Author/MH)