Reports the recent work by Arthur Jensen correlating reaction time to intelligence. Jensen hypothesizes a noncognitive mechanism for superior reaction times. (MDR)

The author argues that general intelligence assessment should be abandoned on moral and theoretical grounds, but that the conceptualization, testing, and identification of specific intellectual abilities is both defensible and worthwhile. (MB)

This comparative study of these two instruments indicates that they yield similar IQ scores when used in the assessment of disadvantaged preschool children. (Author)

Reviewed are a definition of intelligence level, the origin of intelligence tests, technical points concerning intelligence test construction, and individual intelligence tests. (CB)

Briefly reviews the history of intelligence testing, and concludes that the proper use of intelligence tests is to assess the potentialities of the individual as he is--the combined product of his heredity, environment and past experiences--in order to help him find his most satisfying place in society." (Author/AL)

Argues that despite aberrations, false starts, misapplications, and unfortunate crystallizations of methods and interpretations, the differential psychology of cognitive abilities is an important part of psychological knowledge about human beings. (Author/GC)

Because no single characteristic defines intelligence, there can be no adequate process-based definition of intelligence. In principle, a combination of many empirically derived measures into a single index, as in a Binet test, would be appropriate. In practice, many of the relevant characteristics are simply impossible to measure. (Author/RD)

Four models of intellectual abilities were evaluated using confirmatory factor analysis and data from 197 children referred for a gifted program who took the Kaufman Assessment Battery for Children (K-ABC). All four models were a possible fit, but the best understanding came from a model posited on a theory of fluid-crystallized abilities. (SLD)

Studied whether mediated learning experience would improve the scores of African students on Raven's Standard Progressive Matrices. Seventy African and 28 non-African college students in South Africa were given the Raven's Progressive Matrices on 2 occasions, and some subjects were exposed to the mediated learning experience. Both groups improved…

Tested whether alpha power in different sub-bands is selectively related to intelligence. For 74 Austrian subjects, the EEG was recorded during a resting session and 2 different intelligence tests were performed. Findings show a strong positive correlation between intelligence and alpha power. (SLD)

This study investigated the possibility that the widely reported relationship between IQ and inspection time (IT) in children may derived from the involvement of aspects of attention. Results with 49 children aged 8 to 11 years show that IT is a significant predictor of Colored Progressive Matrices scores after age and attention measures are…

Six abilities derived from the fluid and crystallized intelligence theory of J. L. Horn were studied with 1,193 individuals in age groups between 15 and 94 years. Results supported Horn's classification of crystallized and quantitative as maintained abilities and of fluid and broad visualization as vulnerable abilities. (SLD)

Tested 67 undergraduates on a new auditory inspection time task based on the ability to locate the left or right position of a stereophonic source and on a version of Raven's Progressive Matrices (Page and Crawford, unpublished). The new task appears to be accessible to a wider range of subjects than successive frequency discrimination tasks. (SLD)

The first objective of this study was establishing to what extent the development of metacognitive skills is associated with intellectual growth. As a second objective, the generality vs. domain specificity of metacognitive skills was investigated across age groups. A standardized intelligence test was administered to a group of first-year and…

Regrouping Wechsler Intelligence Scale for Children-Third Edition (WISC-III) subtests into Bannatyne's spatial, conceptual, and sequential patterns has been thought by many to identify children with learning disabilities (LD). This study investigated the prevalence and diagnostic utility of WISC-III Bannatyne patterns by comparing 1,302 children…