Examined subtests scatter on Wechsler Intelligence Scale for Children-Revised by analyzing Verbal-Performance Intelligence Quotient (IQ) discrepancies, subtest scaled-score ranges, and subtests scaled-score standard deviations of 290 psychoeducationally normal 9 year olds whose IQs ranged from 100 to 140+. Found substantial differences on measures…

Individual differences in reading and cognitive processing among a sample of generally poor readers were studied in order to answer two major questions: Do they have a specific cognitive style that favors global-simultaneous strategies and a weak sequential strategy? If they do not have a distinct cognitive style or strategy, but are merely poor…

Discusses Bauman's (1991) evaluation of stability of Wechsler Intelligence Scale for Children (Revised) IQs in children with learning difficulties. Argues that some procedures produced magnified estimates of instability. Presents reanalysis of data that suggests that, although stability coefficients were high, approximately 25 percent of sample…

Confirmatory factor analyses of the third edition of the Wechsler Intelligence Scale for Children (WISC-III) using the Canadian normative sample (n=1,100 children) were conducted to verify the four-factor model found in the U.S. normative sample. Results paralleled those of the U.S. sample and support use of the WISC-III factor indexes. (SLD)

For 24 developmentally delayed children tested, correlations between Stanford-Binet Intelligence Scale, Fourth Edition (SB:4) and Leiter International Performance Scale (LIPS) global scores was high (r=.78). In seven cases, intraindividual discrepancies were large and significant. SB:4 and LIPS global scores correlated with Vineland Adaptive…

Administered 2-, 4-, and 6-subtest Stanford-Binet (Fourth Edition) short forms to 53 children (ages 6-10) with Total Composite (TC) Standard Age Score (SAS) under 79. Compared prorated Partial Composite SASs based on subtests with TC SASs. Six subtests correlated with TC SAS; only one six-subtest short form accurately approximated TC SAS at level…

To determine cross-sectional similarity of the underlying structure of classroom environment variables, the Learning Environment Inventory and Primary Mental Abilities Test were administered to 46 eighth grade classes and 50 eleventh grade classes. Structures of affective and cognitive variables became very similar, however, a slight…

The Oxford dictionary defines exceptionality as "forming an exception; very unusual; outstandingly good." A thesaurus provides the following synonyms: outstanding, excellent, brilliant, antonym of ordinary. In education and psychology textbooks and journals, however, it is often defined in ways that focus on limitations, with synonyms…

Examined whether Kaufman Assessment Battery for Children (K-ABC) could discriminate between learning disabled and normal preadolescents. Tested 43 learning disabled (LD) students and 20 students without learning disabilities. Results indicated that the Achievement score relative to the Mental Processing Composite score was the only measure to…

THE HISTORY AND CARE OF THE MENTALLY RETARDED IS TRACED FROM ANTIQUITY TO THE PRESENT. A REVIEW OF MEN WHO ORIGINATED EDUCATIONAL AND INSTITUTIONAL WORK WITH THE FEEBLEMINDED INCLUDES JACOB PEREIRE, JEAN ITARD, JOHANN GUGGENBUEHL, EDOUARD SEGUIN, AND SAMUEL HOWE. PUBLICATIONS BY AND ABOUT THESE MEN ARE LISTED. THE DEVELOPMENT OF INSTITUTIONS IS…

This paper examines reports of empirical research on Feuerstein's "Instrumental Enrichment" (FIE) as a method of teaching thinking skills and asks what can be concluded from these reports with regard to: (1) the nature and statistical reliability observed FIE effects and (2) the "amount" of FIE for effects to appear.…

Eighty-one university students were given a battery of reaction time tests and a group test of intelligence which yielded timed and untimed scores. Multiple regression analyses indicated that speed of information-processing was an equally good predictor of timed and untimed intelligence test performance. (Author/LMO)

Factor analyzed the Wechsler Adult Intelligence Scale-Revised (WAIS-R) across nine age groups in the standardization sample. When three- and four-factor analyses were performed, the familiar three-factor structure (Verbal Comprehension, Perceptual Organization, and Freedom From Distractibility) was clearly visible. (Author/JAC)

Given the number and variety of components underlying performance in two clusters of tests, i.e., embedded-figures and adjustment tests, an understanding of the high-order construct field dependence and of its relationship to other cognitive, personality, and performance dimensions requires the execution of comprehensive studies. (Author)