The practice and interpretation of intelligence testing of educable retarded and learning disabled children is examined in this report. The current and future state of intelligence testing is discussed in terms of its predictive, diagnostic, and remedial functions. The first section places a consideration of individual testing formats within a…

The psychological testing of blacks and other minorities inflicts dehumanization upon them by subjecting them to culturally-biased examinations. These tests are defended on "scientific" grounds, although it is evident that they are simply a form of institutionalized racism. Standardized tests of intelligence reflect a middle-class white bias that…

Large numbers of black children are being inappropriately labeled as handicapped. One study in California has shown that as many as 75% of the minority students in public school programs for the educable mentally retarded were not, in fact, retarded. In many instances a student's behavior, rather than pure academic performance, was the primary…

Three distinct theories can be set forth for viewing intelligence: a "super-intellect theory" associated with the belief in innate ideas; a sensualistic theory that posits no intellectual role beyond synthesizing of sense-data; and a concept of intelligence as a power to abstract, judge, and reason. Many chronic and current educational…

IQ tests and intelligence were discussed from an evolutionary perspective and implications concerning legal decisions and social policy were presented. It was concluded that disproportionate social and economic benefits need not result from the use of IQ tests in the selection of educational and occupational elites. (RD)

Defines test bias as a phenomenon in which test scores result in negative outcomes for certain groups, often lower socioeconomic groups and minorities. Discusses three manifestations of test bias including content, atmosphere, and use bias and presents recommendations for remedying bias problems in testing the culturally different. (JAC)

Much of the debate on testing over the last two decades has centered on issues of equity. In this review of testing and the minority child, the ways in which schools can test and use test results to help all children learn are explained. (Author)

Critiqued Zarske, Moore and Petersen's article examining the factor structure of the WISC-R as a measure of general intelligence for learning disabled children. Suggests this conclusion doesn't follow from the factor analytic data. Presents the response of Zarske, Moore and Petersen. (Author/RC)

Overrepresentation of minorities in special education classes and bias in IQ tests that allegedly underlies such placements are discussed in regard to the use of psychological tests for educational classification. Concludes that the use of tests, rather than the tests themselves, leads to discriminatory placement. Suggests solutions to this…

Investigates the sociocultural factors which influenced the development and acceptance of the IQ as a concept and intelligence testing as a procedure in the United States between 1900 and 1930. (DB)

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)

The construct of general intelligence is discussed in the context of factor models, differential validity of tests, Piagetian tasks, heritability, social class, and race. The general factor is an abstraction resulting from genes, environmental pressures, and neural structures involved in cognitive or intellectual human behavior. (Author/RD)

Shows why the role of intelligence in everyday life is often underestimated, drawing an analogy that examines outcomes of life as analogs of items within classical test theory. In addition, a population-IQ model is explained that tests for the pooled effects of intelligence at individual, individual context, and population levels. (SLD)

Giftedness is a multi-dimensional phenomenon, and assessment should be concerned with the kinds of giftedness an individual exhibits. The Structure of Intellect (SOI) tests allow the identification of academic and creative giftedness. The SOI theory can also be used in partnership with brain research to provide a theory-based test of brain…

Responds to Dunn's paper on Hispanic-Anglo differences in IQ scores. Comments on Dunn's translation of Peabody Picture Vocabulary Test-Revised into Castilian Spanish, and concludes this version is inappropriate for mainland Puerto Rican and Mexican-American children due to improper translation and validation methods. Contains 27 references.…