Compared performance of high- and low-education adults on traditional and meaningful space and reasoning measures. Separate analyses of variance for reasoning and space revealed main effects for education and age on both abilities. Results indicated highly educated older people performed more like their younger peers. (Author/JAC)

Investigated the validity of the Vocabulary-Block Design short form as an estimate of Full Scale IQ in White male delinquents. The difference between the means of the short form and the Full Scale IQ was small and nonsignificant. Concluded the short form was useful as a screening device. (Author)

The relationship of Bannatyne's Wechsler Intelligence Scale for Children-Revised (WISC-R) recategorized factor profiles to reading was analyzed. Subjects were grouped by reading achievement, age, and intelligence quotient. The relationship of spatial, conceptual, and sequential factors to reading achievement was explored, and the factor profiles…

Based on a year of teaching in Iran, teaching and living experiences in Iran are described. Background on the teaching assignment and on the rapid demographic and educational changes in Iran are presented. Student selection for a training course in research and evaluation is also discussed. (MLW)

This inquiry had two aims: to assess children's ability to interpret maps in geography; to relate the assessed ability to maturity of thought as proposed by Peel, general intelligence, and age. It was found that performance on four tests depended more on intelligence than on maturity of thought or age. (Author/SJL)

Examined relationships among the ABIC, pluralistic assessment's Estimated Learning Potential (ELP), and school achievement for elementary children. The ABIC is largely independent from both WISC-R IQs and achievement. In contrast to highly significant IQ-achievement correlations, the ELP-achievement correlations tend to be lower. (Author/BEF)

Summarizes the key research issues and developments in cognitive science, especially with respect to the similarities, differences, and interrelationships between human and machine information processing. Nine references are listed. (JL)

A survey of journal articles appearing in "Psychological Abstracts" from 1969-73 was made for purposes of identifying those psychological instruments that were most often used in research with adolescents (ages 13-19). (Author/DB)

Third grade students were identified as either fast/accurate or slow/accurate in response style on the Matching Familiar Figures Tests and Thurstone's Spatial Relations Test. The fast and slow students performed similarly on untimed tasks, as predicted. Contrary to expectations, they also scored similarly on timed tests. (Author/RD)

One hundred students (ages 6 to 17) identified as experiencing academic difficulties were administered both the Draw-A-Person and the Wechsler Intelligence Scale for Children-Revised (WISC-R) to assess the relationship between the two instruments with this population. Analyses indicated significant correlations between the various scores obtained…

The contribution of individual differences in physiological arousal to intellective assessment in 29 junior high school learning disabled children was studied. (Author/PHR)

Although Verbal IQ of the Wechsler Intelligence Scale for Children predicts statistically distinct Wide Range Achievement Test Reading scores dependent on the sex of the child, the differences are of little practical importance. (Author)

Wide Range Achievement Test arithmetic scores related to Wechsler Intelligence Scale for Children-Revised freedom from distractibility and perceptual organization scores as well as simultaneous processing. Educable mentally retarded childrens' reading problems may relate to failure to apply verbal intellectual abilities to academic tasks. (Author)

In this case study of a residential treatment center for emotionally disturbed adolescents, evaluative data demonstrated that Gestalt Therapy was neither designed nor intended for use in an institutional setting with severely disturbed young adolescents, with people of lower socioeconomic status or of low verbal skill and intelligence. (Author/SJL)

Coding and maze subtests were used to evaluate children for verification of giftedness. Scaled scores on mazes were significantly higher though the proportion of children meeting the established criterion was similar for either subtest in the Full Scale Scores. Supports selective inclusion of mazes in gifted assessment. (Author/JAC)