Examined the influence of intelligence level on the performance of children (N=121), aged 9-14, on the Halstead Reitan Neuropsychological Test Battery. Results indicated a significant influence of IQ on level of performance on six of 14 measures. Tests of problem-solving abilities, language skills, and auditory perceptual analysis were most…

Groups of 270 Black and 270 White children drawn from the national stratified random sample used in the standardization of the Wechsler Intelligence Scale for Children-Revised (WISC-R) were matched on age, sex, and WISC-R Full-Scale Intelligence Quotient to facilitate investigation of the patterns of specific cognitive abilities. (Author)

The relative influence of scholastic achievement, intelligence, athletic ability, and ethnic origin on the formation of friendships among pupils in two Israel elementary schools was explored. The most important factor was found to be similar academic achievement, followed by intelligence and athletic achievement. (Authors/PP)

An approach to intelligence which emphasizes domain-specific constraints on knowledge structures is compared to information processing approaches. The evaluation of any cognitive ability as being intelligent crucially depends on prior specification of the formal constraints on the domains of knowledge from which that ability originates. (Author/RD)

Explored the relationship of self-drawings to self-concept in mentally retarded youths. Overall self-drawing score, size of self-drawing, age and sex shared significant variance with self-concept scores. These variables can provide additional information in evaluating the self-concept of the mentally retarded. (Author)

This study sought to replicate findings from a clinical sample of boys with two normal day school samples, ages 9-10 and 13-14. Results showed a significant interaction effect only for the older group. (Author/SJL)

Reviews the influence of educational level on the intellectual performance of elderly individuals. Older individuals have more intellectual potential than previously has been reported. As cohorts receive greater educational opportunities, the negative stereotype of intellectual deterioration with age will no longer be accurate. (Author)

Three conditions for administering creativity tests by Torrance and by Wallach and Kogan were compared: (1) untimed, gamelike; (2) conventional testlike; and (3) administration of measures under testlike conditions on two adjacent days, using the second testing as the predictor. The conventional testlike condition seems optimal. (Author/CP)

Army alpha longitudinal data on the same 96 males tested in 1919, 1950, and 1960 were analyzed in addition to data on 123 undergraduates tested in 1972-4. Young adults in 1919 and 1970 were similar. Results suggest that traditional factor analysis taxonomies for young adults misrepresent elderly persons. (Author/CP)

There were no predominant trends of reward preferences among different social classes. Both individual and social rewards effectively raised IQ scores of low socioeconomic status children and reduced the differences in IQ scores between the two groups. (Author/JAC)

The author attacks not only the racism inherent in existing IQ tests, but the very concept of a standardized intelligence test, which, he asserts, lacks certain basic criteria of consistency and validity necessary to a scientific device. Part of a theme issue on intelligence. (SJL)

Concludes "that the one seemingly serious effort of Baltes and Schaie to contest the points of the Horn-Donaldson criticisms only brings us around to the same sad conclusion: that no matter how one looks at the Schaie data, it suggests that, on the average, there is age decline in many important abilities of intelligence." (Author/JM)

A study of 54 Salvadoran children (age 12), born in the Salvadoran Civil War, found the personal/social impact of the war was more important than family togetherness or war intensity in determining the mental health of the children. Children's intelligence was highly related to surviving with greater mental health. (Author/CR)

WISC-III IQs and subtest scaled scores of 440 students with specific learning disabilities were examined for gender differences. Boys exhibited statistically higher Full Scale, Verbal, and Performance IQs than did girls, as well as higher scores on six of seven subtests. Girls outperformed boys only on the Coding subtest. (Author/CR)

R. Herrnstein and C. Murray, in "The Bell Curve," stated six propositions concerning a "g" factor of intelligence. These propositions are found to be reasonably well supported in the scientific literature. These conclusions can be reached whether or not one accepts Herrnstein and Murray's claims about the social significance of…