The concept of aptitude is reviewed, and the uses and misuses of aptitude tests are considered. Many aptitude tests measure general ability plus certain more specialized abilities that are important for success in particular educational programs. Aptitude tests can be subdivided into: (1) group-administered aptitude tests, such as the Scholastic…

The Learning Potential Assessment Device and Instrumental Enrichment are two much needed improvements in education. Used in tandem, they rectify previous problems of testing and teaching by providing an unbiased assessment device which does not rely on labels for categories of learners. (VM)

Studies examining the performance of American Indian children on the Wechsler instruments are reviewed to provide the basis for an examination of Wechsler Intelligence Scale for Children-Revised research. Factors that potentially influence Indian performance on the Wechsler are presented. Suggestions for interpretation of the Wechsler Intelligence…

Although the Wechsler Intelligence Scale for Children-Revised (WISC-R) involves modifications and a complete restandardization, the literature suggests that it remains very similar in nature to its predecessor, the Wechsler Intelligence Scale for Children (WISC). Individuals perform on the WISC-R largely the same as they do on the WISC. (Author)

Discusses questions dealing with genetic aspects of the correlation between IQ and socioeconomic status (SES). Questions include: How does assortative mating affect the genetic variance of IQ? Is the relationship between an individual's IQ and adult SES a causal one? And how can IQ research improve schools and schooling? (Author/DB)

Comparison of results obtained for 62 normally developing preschool children on the Bracken Basic Concept Scale, the Preschool Language Scale, and the Slosson Intelligence Test revealed low to moderate correlations between the three tests. Results suggest the tests do not measure the same abilities and thus cannot be used interchangeably. (DB)

Examines the use of educational indicators to serve educational policy ends, the potential benefits and dangers of various uses, and how to forge guidelines for appropriate relationships between indicators and policy. Indicators should not be used as administrative controls or policy levers, but to illuminate educational activities and processes…

This article concludes that the Stanford-Binet Intelligence Scale: Fourth Edition is poorly suited for assessment of children less than five years old with possible mild mental retardation and for persons of any age with possible severe mental retardation. The continued use of Form L-M is recommended for these populations. (Author/DB)

Validity studies conducted with the Stanford Binet Intelligence Scale: Fourth Edition (SB:FE) are reviewed. Results support its validity as a measure of general mental ability and that it can distinguish between groups of youngsters with differing intellectual abilities. Recommendations are made for use of the SB:FE. (SLD)

Age differences within the yo-yo trend in IQ, caused when aging norms that produce inflated scores are replaced with new norms, were examined using longitudinal WISC, WISC-R and WISC-III records of students tested for special education services from 10 school districts. Descriptive and individual growth modeling analyses revealed that while the…

Cleckley (1941) hypothesized that true or "primary" psychopathic individuals have "good" intelligence. This study examined the relation between psychopathy and intelligence in 122 detained children and adolescents. We used the Psychopathy Checklist?Youth Version (PCL?YV; Forth, Kosson, & Hare, 2003) to assess psychopathy and administered novel…

The impact of the Stanford Binet Fourth Edition was compared with the Stanford Binet L-M on the identification of gifted children for a university affiliated preschool. The fourth edition test composite identified fewer preschool age children as gifted when the criterion was set at 1.5 standard deviations above the mean. (Author/JDD)

At present the "right brained Indian" must be considered a myth rather than a scientifically valid fact. The neurological and neuropsychological evidence is far from conclusive at this time, and the performance patterns of Native American children on intelligence tests do not necessarily reflect a right brain dominance. (JHZ)

Reviews some better known Piagetian scales; analyzes and compares Piagetian-based and conventional intelligence measures. Reviews research comparing the two methods and examines whether racial groups' performance differs on Piagetian measures. Discusses the implications of Piagetian assessment procedures for school psychologists. (Author/RC)

An item analysis profile sheet to accompany the Slosson Intelligence Test (SIT) is helpful in providing a functional test interpretation. The lack of recorded technical and statistical information is a serious concern. Without such information, a practitioner could not use the Item Analysis of SIT with confidence. (Author)