Inner city children have suffered indiscriminately from strict, illogical scoring of standardized IQ tests which do not credit children with thoughtful responses accurately reflecting their experiences and backgrounds. As a result, IQ scores too often doom these children to learning situations for children of lower mentality levels than their own. Staff at the Northside Center for Child Development are experimenting with a teaching method which is based on three radical assumptions: children can be taught what they did know on IQ tests; it is important that children be instructed in concept formation; and children enjoy cognitive play--thinking is challenging and fun. (Two tables of IQ scores, both original and reassessed, are included.) (JM)