A STUDY INVESTIGATED THE RELATION BETWEEN PERFORMANCE ON LEARNING AND PROBLEM-SOLVING TASKS AND LEVEL OF INTELLIGENCE. PERFORMANCE WAS MEASURED ACROSS A SERIES OF 10 LEARNING AND PROBLEM-SOLVING TASKS PRESENTED TO SUBJECTS IN A SERIES OF SIX FILMS SHOWN IN A CLASSROOM. THE SUBJECTS WERE 275 JUNIOR HIGH SCHOOL STUDENTS AND 109 FOURTH GRADERS CLASSIFIED AS BRIGHT, NORMAL, OR DULL. THE BRIGHT STUDENTS WERE UPPER-MIDDLE CLASS AND THE DULL STUDENTS LOWER-MIDDLE OR LOWER CLASS. NO HYPOTHESES WERE PUT FORWARD, BUT THE TASKS WERE CONSTRUCTED TO REQUIRE A NUMBER OF PSYCHOLOGICAL PROCESSES. THE RESULTS SHOWED THAT BRIGHTER STUDENTS OUTSCORED THEIR AGE PEERS IN ALL TASKS. COMPARISON BETWEEN DULL SEVENTH GRADERS AND BRIGHT FOURTH GRADERS SHOWED WIDE VARIATION IN ABILITIES. THE DULL SEVENTH GRADERS SHOWED EXTREMELY POOR PERFORMANCE ON THE ANAGRAMS AND VERBAL MEMORY TASKS. IT IS POSSIBLE THAT THE TESTING SITUATION INDUCED THE VERY LOW SCORES IN THIS GROUP. TASK INTERCORRELATIONS FOR EACH GROUP OF SUBJECTS WERE COMPUTED. (DK)