The concept of a general intelligence factor or "g" is controversial in psychology. Although the controversy swirls at many levels, one of the most important involves "g's" identification and measurement in a group of individuals. If "g" is actually predictive of a range of intellectual performances, the factor…

The phase-synchronization of Gamma-band oscillations has been postulated as a mechanism of "network binding" and implicated in various aspects of perception, memory, and cognition. The current study investigates a possible link between Gamma synchrony and individual differences in intelligence within the theory of fluid and crystallized…

Measuring student intelligence has been problematic in the United States since standardized testing first began in the early 1900s. The omnipresence of standardized testing in student populations is illustrated by the most popular contemporary tests which are used by some scholars to advance the notion that intelligence differences between whites…

The current study examines the views of experts in the science of mental abilities about the primacy and uniqueness of "g" and the social implications of ability testing, and compares their responses to the views of a group of non-expert psychologists. Results indicate expert consensus that "g" is an important, non-trivial determinant (or at least…

The Differential Ability Scales (DAS) was created to provide practitioners with an alternative instrument that may be as effective as WISC-III in picking up specific patterns of learning difficulties. Useful features and differences in the administration strategy of DAS are reviewed. DAS provides extended age ranges and out-of-level testing,…

This study provided more details on the nature of the intellectual deficit suffered by persons having closed head injuries and the recovery process as measured on the Wechsler Adult Intelligence Scale (WAIS). (Author/RK)

General intelligence ("g") is one of the most important, and least understood, phenomena in psychometric psychology. Yet "g" is an issue that is largely ignored in cognitive studies of aptitude. In the current paper, an attempt is made to bridge the gap between psychometric data and cognitive theory, using two major performance…

This study was designed to assess the comparility of the McCarthy and Binet tests. (Author)

Discusses how viewing intelligence as a learned skill and not a genetic gift may make the standard IQ test a thing of the pedagogical past. (GB/Editor)

This study investigated selected transformation abilities predicted by Guilford's structure-of-intellect model of intelligence and related those abilities to aspects of academic learning. To demonstrate the 16 hypothesized unique abilities, 46 aptitude tests were designed and administered to 197 high school students. The score variables were…

Used psychiatric, neurological, psychiatric/neurological, and normal subjects to evaluate the relations between the Wonderlic and the Wechsler Adult Intelligence Scale in each sample. Found close relations in all cases, suggesting the value of additional attention to the Wonderlic Personnel Test as a brief measure of intelligence. (ASuthor/KS)

Describes a method that uses age equivalents and standard scores to recreate the full range of variability in the scores of low-functioning individuals. The method allows for a more complete interpretation of performance that can lead to better educational and therapeutic programming. (Author/MCF)

The article reviews the origins of the intelligence testing movement in the U.S., discusses the difficulties inherent in measuring intelligence, and considers alternatives to current LD identification procedures. (CL)

This article describes the Kaufman Adolescent and Adult Intelligence Test (KAIT), emphasizing its theoretical base and the distinction between crystallized and fluid intelligence. It presents a synopsis of standardization data as well as reliability and validity data. Several uses of the KAIT are described with two case studies presented to…

This study investigated patterns of WISC performance of children with serious school learning and adjustment problems. WISC scores of mentally retarded, learning disordered, and hyperactive learning disordered children were analyzed in terms of three categories of subtests to reflect process or functional aspects of intellectual performance.…