To investigate the relationship of self-perceived intelligence to measured intelligence across age and instrumentation, two intelligence tests and two self-concept tests were administered to postgraduate students and to high school students. Intelligence and self-perceived intelligence were found to be independent of each other. (Author/CM)

After a brief reminder of the essentials of the Structure-of-Intellect model, this paper points out what this model can tell us about the nature of learning, the imbalances in education and intelligence testing, about procedures for fostering intellectual growth, and about other incidental educational problems. (Author)

Intelligence tests are likely to move toward measuring multiple aspects of ability. Tasks will be less abstract and closer to life experiences of the individual. The metric will change from the present formula to a separate score for each measured ability, normed in relation to cultural and linguistic background. (Author/RD)

Wallach-Kogan Tests of Creativity were administered to 129 second-graders and fluency and uniqueness scores were computed for each of five subtests. Evidence was obtained for the construct validity of the Wallach-Kogan measures of creative thinking. (Author)

This statement signed by 52 researchers outlines conclusions regarded as mainstream among researchers on intelligence, especially on the nature, origins, and practical consequences of individual and group differences in intelligence. The survey from which the statement was developed is described. (SLD)

Examined 128 children for contributions of biomedical risk conditions, SES, and HOME scores to prediction of intelligence, and association of extreme scores on HOME and SES to intelligence-test performance. Found home environment was the most important predictor of intelligence at all ages, with SES showing a smaller effect beginning at age 5.…

Results from a battery of 17 diverse tests completed by 877 white and 855 black students in grades 3 through 8 support Spearman's hypothesis that the white-black difference in test performance is predominantly a general intelligence ("g") difference rather than a unitary developmental difference affecting all factors in test performance.…

Research procedures used to evaluate the intelligence of children with specific language impairment are reviewed. Almost half of the 167 studies did not include adequate descriptions of intelligence assessment. (Author/JDD)

Comparison of results obtained for 62 normally developing preschool children on the Bracken Basic Concept Scale, the Preschool Language Scale, and the Slosson Intelligence Test revealed low to moderate correlations between the three tests. Results suggest the tests do not measure the same abilities and thus cannot be used interchangeably. (DB)

Critiques ideas expressed by Gould in "The Mismeasure of Man." Agrees with Gould that many scientists who studied human intelligence were racist, but disagrees that their work must therefore necessarily be dismissed. Disputes Gould's claim that factor analysts who study human intelligence have reified their factors and that factor…

This editorial provides an informal review of "The Bell Curve" (Herrnstein and Murray, 1994). The book, packaged as scientific writing, is an attack on affirmative action and on government attempts to foster egalitarianism. It is a political treatise that assumes that racial differences in intelligence are valid and genetic. (SLD)

The hypothesis that a task that increases in complexity (increasing its correlation with a central measure of intelligence) does so by increasing its dimensionality by tapping individual differences or another variable was supported by findings from 46 adults aged 20-70 years performing a mental counting task. (SLD)

Validity studies conducted with the Stanford Binet Intelligence Scale: Fourth Edition (SB:FE) are reviewed. Results support its validity as a measure of general mental ability and that it can distinguish between groups of youngsters with differing intellectual abilities. Recommendations are made for use of the SB:FE. (SLD)

Examined relationships among planning, attention, simultaneous, and successive (PASS) cognitive processing tasks for a sample of hearing-impaired students. Results demonstrated that the PASS model was supported for the sample of 96 students, age 8 to 16. Bolsters other exploratory factorial studies which have shown PASS tasks to be consistent with…