The pioneering work of Leta Hollingworth (1886-1939) in using above-level testing with highly intellectually talented young people is recounted and related to contemporary activities of the Study of Mathematically Precocious Youth. (DB)

Patterns of intelligence scale subtest scores and standardized achievement test scores of 80 gifted and 41 gifted learning-disabled students were compared. A distinctive cognitive pattern of intelligence test scores and patterns in group achievement test scores were identified to target students warranting more in-depth evaluation for early…

The Stanford-Binet IV is compared to the original version and criticized for having less power to measure the high end of intelligence and for having norms that discriminate against gifted students. Strengths of the Stanford-Binet L-M are pointed out, and use of both scales for different purposes is recommended. (JDD)

This assessment of the usefulness of the "Wechsler Preschool and Primary Scale of Intelligence-Revised" and the "Wechsler Intelligence Scale for Children-Third Edition" for gifted children found that both are technically superior instruments with sensitive items, exceptional standardization, strong construct validity, and…

This study assessed the factor structure of the Wechsler Intelligence Scale for Children-Revised (WISC-R) with 68 Mexican American students (ages 6 to 16) referred for intellectually gifted assessments. Analysis found differences with three previously identified main factors (verbal comprehension, perceptual organization, and freedom from…

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)

This article examines psychometric analysis regarding the viability and limits of IQ testing in the context of "The Bell Curve." It discusses eyeball analysis versus item analysis, mean differences, validity coefficients, general intelligence, and IQ and gifted education, and urges a search for intrapersonal and environmental catalysts…

This study investigated patterns of Wechsler Intelligence Scale for Children (WISC) Third Edition subtest scores for 42 gifted children in grades 4-8. Variability from subtest means was highest on Similarities, Comprehension, Coding, and Symbol Search subtests. Significant weaknesses were found on the Block Design subtest, seen as a peak subtest…

Dynamic assessment is presented as a method of measuring intellectual ability which addresses criticisms of traditional intelligence tests. Dynamic assessment can be used to identify children's learning abilities, determine how and/or what to teach, assess giftedness in minority and poor children, control for individual differences, and explore…

Findings showed an almost even percentage of boys and girls, that more girls had fathers with doctorate degrees, that girls' arithmetic and spatial abilities were not significantly different from boys', that girls increased or decreased in IQ more than boys in high school, and that boys' IQs and grade point averages were significantly correlated…

This article describes the gifted identification process of the Westport, Connecticut, school system. The process uses information obtained through six components: a referral form, student rating questionnaire, examples of classroom performance, parent assessment questionnaire, Otis-Lenon School Ability Tests, and performance-based assessment. (CR)

The efficacy of Raven's Matrices in the gifted identification process is reviewed, focusing on their reliability, validity, and fairness and comparing them with other intelligence tests. It is concluded that, despite problems with narrowness of scope and standardization practices, these tests provide a useful screening device for intellectually…

A sample of 57 American Indian and 60 white students (ages 7-12) referred for high ability assessment were administered the Kaufman Assessment Battery for Children. Indians scored higher than whites in Simultaneous Processing, whereas whites scored higher than Indians in Sequential Processing. (Author/JDD)

Composite scores for 51 gifted children (ages 3-12) on the Stanford-Binet LM were found to be significantly higher than scores on the Stanford-Binet 4th Edition. Correlations between the LM total and 4th Edition area scores were significant. Results suggest that the 4th Edition composite score cut-off value for assessing giftedness may require…

The constancy of intelligence quotients (IQs) of 161 gifted Israeli children, obtained initially in grades K-4 and retested 1-4 years later, was examined. Results indicated that 86% still qualified as gifted on the retest, with mean differences of five to eight IQ points. Performance scores tended to remain constant, whereas verbal scores tended…