Nine low IQ (less than 80) and 12 high IQ (100 plus) learning disabled children (grades four through six) who attended resource room programs were observed in regular classes. Results indicated that teachers did not perceive the two groups of LD children differently but that the teachers behaved differently toward the two groups. (Author/MC)

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…

Discusses Jensen's research and writings on genetic v environmental determinants of intelligence. Reviews professional response to his 1969 "Harvard Educational Review" article, and briefly considers the work of other researchers on the relationship between race and intelligence. (GC)

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)

This study attempts to explicate the manner in which motivation and intelligence interact in the production of creative responses in low-creative subjects. Results showed instructions to respond creatively and verbal reinforcement to be important in increasing creativity in such students. (GK)

In a review of heredity v environment theories, the author concludes that no individual, regardless of potential, can approach the full development of his or her abilities without exposure to an enriched environment. (Editor/SJL)

Suggests an alternate, and optimistic, interpretation of developmental data that has been interpreted as indicating cumulative deficit in IQ among socioeconomically deprived Black children. (Author/SS)

One hundred eighty-eight randomly selected case studies of adjudicated adolescents were analyzed to determine their intellectual levels and the scholastic achievement levels in reading and arithmetic. (CL)

Tested 103 schoolchildren to investigate the hypothesis that the brightest students tend to have last names toward the beginning of the alphabet. Significant relationships between alphabetical position of surnames and intelligence were found, but the relationships existed only for third graders and were gone by the fifth grade. (DS)

For availability see EC 091 173.

Administered achievement and intelligence tests to prelingually deaf public school children (N=48). Results indicated achievement scores were one standard deviation or more below the normative mean, whereas the mean performance on the intelligence quotient measures demonstrated average intellectual abilities. (Author/ABL)

The study of cognitive processing in high IQ and average IQ elementary grade learning disabled and non-learning disabled children found that LD students were poorer in sequential processing and planning compared to NLD students; high IQ LD students lost their IQ advantage to low IQ LDs in sequential scores. (Author/DB)

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…

This article discusses the innovative minority. Gifted students differ from the average students. There are those who argue that the differences are a matter merely of quantitative degree reference studies of IQ scores, or SAT scores, which are clearly quantitative scales, and point out that gifted students appear at the top level of these scales…