Describes exploratory and confirmatory analyses of verbal-performance procedures to illustrate concepts and procedures for analysis of correlated factors. Argues that, based on convergent and discriminant validity criteria, factors should have higher correlations with variables that they purport to measure than with other variables. Discusses…

Offers alternative analyses and interpretations of Macmann and Barnett's research data and results. Contends that intelligence is complex and that intelligence testing is important component of school psychological practice. Discusses relation and frequent inconsistency between research and practice. (CRR)

Provides a general review and discussion of studies relating to hemispheric asymmetry in normal and reading disabled populations and possible implications with regard to the meaningfulness of IQ test results. Emphasizes research suggesting that the verbal factors of the WISC-III are related to the length of the left temporal bank of the planum…

Reviews the articles in this issue of "School Psychology Quarterly" and briefly compares their methods for identifying profile patterns. Argues that subtest profile patterns on the existing generation of intelligence tests have modest reliability and weak relationships with achievement and diagnostic categorizations. (Contains 13…

Examines two samples of students classified as learning disabled (LD) for evidence of the phenomenon known as the Flynn effect (FE). Results indicate that the FE does affect Wechsler IQ and component scores of students classified as LD. Suggests that LD classification may be substantially impacted by the FE over the life of an IQ test version.…

Establishes a Kenyan standardization of the Raven's Coloured Progressive Matrices (RCPM), a nonverbal instrument widely used to assess academic aptitude in young children. Data was gathered from a sample of 1,370 children between the ages of 6 and 10 years. Using the current data, the RCPM appears to be a reliable and valid instrument for use in…

Word concepts have long been recognized as an integral part of intelligence, and word definition tasks are frequently used to measure them. Entire subtests requiring definitions, usually called vocabulary tests, are common; because of their apparent stability and comparability with overall intelligence, these subtests have been given a preeminent…

The use of psychological and educational tests in World War I led to their adoption in schools for testing intelligence and achievement in order to classify students academically according to a national norm. After World War II, rapid changes in occupational and social structure demanded the education and identification of students for employment.…

This document is a book review of "Bias in Mental Testing" by Arthur R. Jensen. Jensen discusses intelligence as a phenotypic construct. The problem of ethnic differences in phenotypic intelligence is emotionally charged, which makes rational consideration of the issues difficult. The reviewer disagrees with the author's predisposition…

Discusses the cognitive behavior of young children as it applies to the concept of cognitive styles. Encompasses the field-dependence-independence dimension of cognitive style theory and the intellectual aspects and modifiability of cognitive style. (RJC)

Scores on the Wechsler Individual Achievement Test (WIAT), the Diagnostic Achievement Battery (DAB-2) and the Wechsler Intelligence Scale for Children (WISC-III), were compared for 58 students assessed for placement in exceptional education. Primary questions concerned (a) the relationships among WIAT, DAB-2, and WISC-III scores, (b) similarities…

It is generally recognized that a positive relationship exists between language ability and mental ability as measured by a standard intelligence test. The relationship has been suspect, however, since the understanding and use of words play so large a part in many of the intelligence tests. The question has been raised of whether a child earns a…

This paper reviews what is known about intelligence and the use of intelligence tests. Environmental and hereditary factors that affect performance on intelligence tests are reviewed, along with various theories that have been proposed about the basis of intelligence. Intelligence tests do not test intelligence per se but make inferences about a…

There was widespread initial interest and use of intelligence tests in the schools immediately after World War I; this interest is reflected in the fact that "Reader's Guide to Periodic Literature" indexed nearly 300 articles on intelligence tests in the 5-year period from 1919-1924 alone. The history of intelligence testing and the…

Examined Wechsler Intelligence Scale for Children--Revised (WISC--R) profile analysis research germane to differential diagnosis of learning disabled children and related to methodological problems of score use and interpretation. Recommends that clinicians not use the WISC--R profile to diagnose specific learning disabilities, but use profiles in…