Introduces the confluence model as a theory specifying the process by which the intellectual environment modifies intellectual development. Using this model, explores the contradiction between prediction of secular trends in test scores by trends in aggregate birth order and the lack of prediction of individual test scores by birth order using…

Special educational methods need to develop beyond the diagnostic use of IQ tests. Individual differences in cognitive abilities of students need to be understood and need to be incorporated into effective individualized educational interventions. The goal is to raise the level of performance and the standard deviation of performance. (MMU)

Characterizes intelligence in terms of learning processes and uses the concepts and methods of other disciplines to understand how the conditions responsible for the development of its constituent processes and the manner of their organization lead to variations in effectiveness of intellectual functioning. (Author/JM)

Intelligence tests deserve careful examination before continuing to blindly promote their use as instruments of power over the lives of many Americans. (DM)

Schools have a responsibility to match curricula to each child's needs and talent. While cognitive functioning is usually assessed to determine this match, motivation and adjustment are equally important determinants of intellectual competence and should also be evaluated. (Author/GC)

As IQ scores rise, IQ tests are periodically renormed, making them harder. Because eligibility for mental retardation (MR) services relies heavily on IQ scores, renormed tests could significantly impact MR placements. In longitudinal IQ records from nine sites, students with borderline and mild MR lost 5.6 points on average when retested on…

Discusses issues of validity and fairness in the use of intelligence tests for job selection. Expands set of constructs used to predict job performance and sets of performance criteria used to quantify job performance. Presents an agenda for research and practice in job selection and training for the future. (MMU)

A psychobiosocial model that is based on the inextricable link between the biological bases of intelligence and environmental events is proposed as an alternative to nature/nurture dichotomies. Societal implications and applications to teaching and learning are suggested. (MMU)

As a response to recent public debate about the nature of intelligence, this article reviews the "state of the art" in the study of intelligence, exploring significant conceptualizations of intelligence, the use and interpretation of intelligence tests, racial or ethnic differences in intelligence, and major issues yet to be resolved.…

Psychologists and educational specialists with expertise in areas related to intelligence testing responded to a questionnaire dealing with possible racial and socioeconomic bias of IQ tests. Overall, experts hold positive attitudes about the validity and usefulness of intelligence and aptitude tests. (Author/LHW)

Proposes a definition of intelligence as the mental abilities necessary for adaptation to, as well as shaping and selection, of any environmental context. Applies this definition to current theories and testing in the field of intelligence, as well as to understanding of the role of intelligence in lifelong learning and success. (MMU)

The major findings of this study support the view that the social environment plays a dominant role in determining the average IQ level of black children and that both social and genetic variables contribute to individual variation among them. (Author/AM)

Discusses some historical developments in the interaction of psychology and education, and shows how developments in early education research describe the workings of an applied, experiment-oriented relationship between social and behavioral science and society. (Author/JM)

Examines interrelationship of schooling, intelligence and income. Presents data from seven studies examining the effect of schooling on IQ. Concludes that variation in amount of schooling is related to variation in intelligence test scores as well as to variation in economic outcome. (MMU)

Argues that the typical psychometric model of human intelligence is limited because the database fails to take account of the many manifestations of intelligent behavior that are displayed in the world outside the testing room. Suggests that cognitive processes are influenced by test situation or setting and examiner's level of expertise. (PS)