Most striking finding was the mean 10-point IQ incn programs which utilize the discovery of such IQ increases as evidence development

Reported were scores on the Cattell Infant Intelligence Scale, the Stanford Binet Intelligence Scale (Form L-M), the Quick Screening Scale of Mental Development, and the Vineland Social Maturity Scale achieved by 102 retarded, cerebral palsied infants who were in a hospital rehabilitation program. (GW)

Parents of 41 children who had been given an individually-administered intelligence test were contacted 19 months after testing. Parents of average IQ children were less accurate in their memory of test results. Children with above average IQ experienced extremely low frequencies of sibling rivalry, conceit or pressure. (Author/HLM)

Examined the validity of a subtest combination as an estimate of the Wechsler Intelligence Scale For Children (Revised) Full Scale IQ. Satisfactory correlations were found between the short and full scale IQ. The short form did not allow precise IQ estimation but shows promise as a screening device. (Author)

Discusses latest trends in creativity research, including development of tests independent of I.Q., correlations of creativity with mental illness, physiological bases for creativity (brain wave comparisons), and follow-up research on successful physicians and scientists. The need for means to identify creatively "gifted" children is stressed. (CS)

Indices of item difficulty and item discrimination were analyzed for the items comprising the Wechsler Intelligence Scale for Children-Revised as obtained from a group of 142 subjects with Full Scale IQs below 96. Evidence indicates increase in the number of items on the WISC-R helped increase its internal validity. (Author)

Both the WISC and the WISC-R were administered to 54 children, with one half taking the WISC first and the other 27 taking the WISC-R first. Differences between mean subtest scaled scores and mean IQs were found to be influenced by the sequence of the tests. (Author)

Summarizes a special journal issue that is intended to provide professionals and other members of the policy-shaping community with information concerning the appropriate role of IQ testing in school psychological services. Suggests that IQ testing is unfounded and has led the field of school psychology astray. (RJM)

Five short forms of the revised edition of the Wechsler Adult Intelligence Scale-Revised were compared for use with an inpatient population. Results with 110 psychiatric inpatients are discussed in terms of trade-offs among administration time, accuracy of IQ estimation, and the clinical value of obtaining scores from the full test. (SLD)

Recent research demonstrates that intelligence is much more complex than can be measured by standardized tests. External sociocultural factors influence the development of intelligence, and a distinction should be made between potential for learning and actual learning. (SK)

Results from a representative sample of 123 adults in the United Kingdom tested with the Wechsler Adult Intelligence Scale-Revised and a test of word identification time are in line with previous findings that speed of information processing is significantly related to performance IQ but not to verbal IQ. (SLD)

A raised-line form of the TONI (test of nonverbal intelligence), a graphic performance test, may effectively measure performance IQ of blind adults. Pilot studies show that while the tactile TONI may be too difficult for low-IQ adults, it may identify some kinds of learning disabilities and brain damage in adults with blindness. (Author/PB)

This response argues that Linda Siegel's paper (EC221505) confuses measures of intelligence with predicted achievement, calls for doing away with the construct of learning disabilities rather than the discrepancy definition model, and overlooks the need to determine which students qualify for special educational services for treatment of learning…

Explores the use of common sense testing and measurement as a means of predicting real-world performance. The authors discuss practical versus book knowledge, examine several empirical studies of practical intelligence, describe tacit knowledge and the instruments used for testing it, and present findings from a tacit knowledge research program.…