Argues that IQ tests are a valid method of determining student intelligence but that they should be used with caution and interpreted only by qualified individuals. For journal availability, see SO 505 800. (JR)

Argues that IQ tests work only for some people some of the time. Offers a theory that emphasizes the roles in intelligence of information-processing, the environmental context, and coping with novelty and automatization of task performance, as a possibility for improving levels of prediction. (CMG)

In an earlier article, Hunt envisions the automation of intelligence testing, but he appears to be overly optimistic. He neglects to mention conceptual and practical difficulties at the interface of measurement and theory that place psychometry not in the dawn of microcomputerization, but rather more nearly in its primordium. (Author)

Taylor (1980) claims to show that the similarity in IQ between monozygotic twins reared apart found in prior studies is due to similarity in their environments. A reanalysis using Taylor's classification of environments but an alternative IQ measure shows that his findings do not constructively replicate. (Author/RD)

Issues surrounding the degree of genetic or environmental control of intelligence are discussed in relation to existing IQ tests. (KM)

Early intelligence tests have built-in biases that correspond to the test constructor's social values. (RA)

A Hebrew translation of the Wechsler Preschool Primary Scale of Intelligence was administered to 1072 Israeli-born children aging 4-6 1/2 years. First generation Oriental children performed relatively lower, but the gap between second-generation Israeli children of Oriental and Western origin is notably diminished. (Authors)

Article gives a brief history of intelligence testing and enters a plea for a better use of testing to meet the individual needs of students. (GB)

This study investigates the efficacy of the Vocational Development Inventory in measuring the vocational maturity of inner city boys. Intelligence test results were converted to standardized T scores. Mean vocational maturity scores indicate large differences which disappear when intelligence is controlled by analysis of convariance. A variety of…

Comparisons between Vane's standardization sample and the Puerto Rican group yielded no significant differences in full scale scores. On the Vocabulary subtest, Puerto Rican subjects earned lower mean scores; on the non-verbal subtests, they scored higher than the normative group. (Author)

This study investigated the relationship between Jensen's Level I-Level II mental abilities and how they correlate with problem solving in college students. The Level I-Level II correlation was not significant, but intelligence and problem solving were significantly correlated. Results are discussed in relation to prior findings. (Author/RD)

The nature of tests involved in the controversy on coaching is examined. Then coaching is considered against the background of diverse types of training that may affect test performance, and the implications of these various forms of training for the meaning and validity of test scores is discussed. (Author/BW)