A factor analysis was used to study the relationships among response time and accuracy scores for a verbal analogies test, as well as a number of experimental variables designed to measure a series of information processing stages of the analogies task. (CTM)

Attempts to relate the spelling errors of secondary school students to visual and auditory sequential memory, intelligence, reading, and writing speed. The relation of spelling ability to the frequency and regularity of words is also examined. (Author/RK)

Factor analysis of an administration of the Raven Progressive Matrices Test to children in grades 1, 2, and 3 revealed three orthogonal factors interpreted as (1) concrete and abstract reasoning, (2) continuous and discrete pattern completion, and (3) pattern completion through disclosure. Results are discussed in several contexts. (RC)

The concurrent validity of the KIT was evaluated by correlating it with other tests of intellectual, perceptual, social, linguistic and psycholinguistic functioning, using a sample of 106 retardates. Positive correlations between the KIT and these other measures attest to its potential usefulness as a measure of intelligence. (Author)

Examines the relationship of auditory-visual integration and reading performance in a sample of British 8 to 9 year olds. (HOD)

Presents and explains a diagram of a model of the reception of literature by the reader. Some of the factors that lead to "suboptimal comprehension" are mentioned. (Text is in German.) (IFS/WGA)

Age, location, and fertility, which are functions of historical and cultural processes, are seen to have major impact on the income, unemployment rates, and IQs of many American ethnic groups. However, if government policy and attitudes of discrimination could be changed, these groups could improve their socioeconomic status. (Author/AV)

The article, fifth in a series on subtests of the Wechsler Intelligence Scale for Children Revised (WISC R), discusses how to use pattern analysis of the Similarities (verbal) and the Object Assembly (performance) subtests in diagnosis of learning disorders and prescription of instructional approaches. (IM)

Three data sources, analyzed presently, failed to reveal a Sex by Race or Sex by Socioeconomic Status interaction. It was suggested that Sex by Race differences in income, education, and so on could be the result of racially related sex role expectations or cultural prejudice. (Author/MV)

Discusses the difficulties that arise when tests designed for one purpose are used for another. Points out that tests reflect the characteristics of the institutions that use them and emphasizes the need for more careful design of actual instructional programs as well as of the tests intended to assess learning. (Author/GC)

The Wallach and Kogan Creativity Battery, a self report questionnaire of creative activities, and a group intelligence test were administered to an entire Israeli high school senior class. Creative activity was found to be related to creative thinking but not to intelligence or school grades. (Author/DEP)

Notes that the children who improved the most on re-test were also those who had the highest general academic standing, suggesting that a general compliance to instruction (rather than practice alone) is an important determinant of performance change on this test. (Author/AM)

Describes some general methods of promoting creative thinking and learning that can be used to focus attention, increase depth of conceptualization, and make the curricular content relevant and enjoyable. (Author/RK)

It was concluded that the abbreviated WISC-R may be appropriate when intelligence is a question relative to candidacy for therapy or as a noncritical, general indication of intelligence when IQ classification is not important and/or assessment time is limited. (Author)