Discrepancies between the mental age (MA) scores and the mean performance of chronological age (CA) groups in the latest revision of the Stanford-Binet Intelligence Scale are noted. A table is presented for converting published Stanford-Binet MA scores into MA scores that are congruent with the above definition. (Author)

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…

Participants in a longitudinal study, selected according to Stanford-Binet Intelligence Test scores administered in the 1930s, and their occupations, took the Wechsler Adult Intelligence Scale. Data suggest persons increase in mental abilities over time while maintaining IQ positions relative to peers. Changes in IQ are not related to occupational…

This study attempted to identify the factors of intelligence associated with the solution of a Piagetian task. Liquid conservation and 18 psychometric tests which included subtests from the WISC, ITPA, Raven Matrices, Primary Mental Abilities, and others were administered to 133 first- and second-grade boys and girls. (MS)

A total of 1,718 pre-K students had valid PPVT-III/TVIP pre- and posttest scores, and an analysis showed that 77% were in the average range at post-test in their language of instruction. An analysis of 2007 Texas Assessment of Knowledge and Skills (TAKS) reading and mathematics data for a cohort of students who attended pre-K in the 2002-2003…

Attention is drawn to the ways in which current conceptions of intelligence and its measurement differ from those which were generally accepted in 1928. The following principles underlying intelligence testing were generally agreed upon in 1928: (1) the assumption of intelligence as a recognizable attribute, responsible for differences among…

In investigations of decline of intellectual status with age, cross-sectional and longitudinal studies give divergent results--the former show almost universal declines in test performances among older groups while the latter often show gains. Although few structure-of-intellect (SI) factors have been explored in relation to adult ages, two kinds…

Relationships between school achievement and two theoretically different measures of intelligence, Piagetian and psychometric, are explored in 143 bright, average, and retarded elementary school students. Factor analyses of the California Test of Mental Maturity, the Metropolitan Achievement Test, the Stanford-Binet, and fifteen Piaget-type tasks…

Reviews literature indicating detrimental effects of father absence on children's cognitive development as assessed by standardized IQ tests, standardized achievement tests, and school performance. (BD)

This study describes the developmental function and cross-age pattern of individual differences in mental test behavior during the first 5 years of life. Accompanying the study are brief commentaries by Ina C. Uzgiris and Earl S. Schaefer and a reply by the authors. (JMB)

The work of Jean Piaget stresses the point that intellectual functioning and growth from one stage of cognitive development to the next depends more on the quality of one's experience than on exposure to factual knowledge. Piaget's theoretical model and its implications and applications for the classroom teacher are reviewed. (Editor/RK)

Determines the number of factors measured by the Peabody Institute Achievement Test (PIAT) subtests and the extent to which subtests measured the factors found. Results indicate only two factors: word recognition, and school-related knowledge. Use of PIAT as a separate test in a battery containing the WISC-R is supported. (Author/BEF)

A brief review of these tests is provided, and it is concluded that the procedures possess a number of characteristics that make the evaluation of change in intelligence a tenuous proposition. (Author)

This special issue is devoted to the cultural-historical school of thought about mental development based on the work of Lev Vygotsky. The research of Vygotsky addressed the sociocultural basis of higher-level cognitive functions, and ascribed an influential role to human speech and other mediational tools in originating changes in cognition and…