This article describes a new testing method which can be used to screen learning-deficient children fast, reliably, and inexpensively out of any population of public school systems. (Editor)

Eleven to fourteen year olds judged the size of eight angles. Subjects were grouped according to reading ability and their nonverbal intelligence was measured. Significant differences in performance were found in relation to age and ability variables, and between the angle-size ranges of 0 to 90 degrees and 90 to 180 degrees. (Author/RD)

The Wechsler Intelligence Scale for Children, and the revised form of that measure, were administered to a sample of sixth grade pupils. Although the correlation between measures was high, scores on the revised form were significantly lower. (JKS)

Ability test scores were decomposed into district, class, and individual components. First-order factor analyses at the individual level showed the usual Primary Mental Abilities test pattern. Second-order analyses grouped the primary factors into one power and one speed factor. Decomposition of variances in multilevel educational research is…

This study investigated sex differences on the Wechsler Intelligence Scale for Children-Revised (WISC-R) subtests for retarded males and females who were matched in terms of WISC-R Full Scale IQ's. Sample consisted of 126 children. Evidence from the investigation indicated that a significant interaction effect existed between sex and subtest…

The study examined the role of verbal mediation in language processing by 88 children (ages 8-12 years) with low verbal/high performance Wechsler Intelligence Scale for Children (WISC) profiles. (Author/PHR)

This state of the art paper on CBI considers problems facing the development of CBI, and offers suggestions on how practitioners can strengthen its impact in education through research in artificial intelligence and related areas of human motivation and learning theory, as well as innovative techniques in human-machine interfacing. (RAO)

Various hypotheses and opinions relating to cognitive differences between males and females are reviewed. It is shown that the largest sources of cognitive differences between the sexes can be traced to courses of study and other aspects of relevant experience based on outmoded sex role stereotypes. (Author/GC)

Variables affecting intelligence test performance were investigated for black and white female secondary school students. Test atmosphere (evaluative or gamelike), tester expectation, and socioeconomic status of subject interacted significantly with race of subject in determining mean IQ. Subjects generally performed better with female examiners.…

Study investigated efficacy of predicting academic achievement as measured by the WRAT, using Verbal and Performance scores of WISC-R as predictors. Both tests were given to 155 children referred for psychological evaluations. Performance IQ did not significantly predict academic achievement, and Verbal IQ significantly predicted only Reading and…

Elaboration and overt rehearsal are compared as instructional paradigms for memory retention. Superior long-term retention was produced in the elaboration condition when the initial acquisition effects were statistically removed. Short-term data suggest acquisition was complexly affected by experimental condition, I.Q., and task. Elaboration…

The ability of an environmental process measure and socioeconomic status (SES) measures to predict Stanford-Binet IQ at 3 years of age was compared in a separate analysis by sex and race. The environmental process measure predicted IQ as well as a combination of process and status measures, and was superior to SES measures alone. (Author/CP)

A simple-structure factor analysis of test data from 149 sixth-grade children in Norway was conducted. Broad factors were interpreted to represent Visualization, Speediness, and Fluency, as well as Fluid and Crystallized Intelligence. The results are discussed in relation to the Cattell-Horn theory of intelligence. (Author/JAC)