Explains some of the difficulties encountered in teaching African American adults at Martin University. States that many of the students the author taught were poorly prepared for higher education. Discusses language differences between white Americans and African Americans. Argues that IQ tests are poor measures of intelligence. Defines andragogy…

Discrepancies between IQ and Index scores on the WISC-III were investigated for a sample of students with Specific Learning Disability (SLD) and with mental retardation and evaluated but not classified. Consistent with the WISC-R literature, the discrepancies between Verbal and Performance IQs and higher Performance than Verbal IQs (which…

Tested infants at five and seven months of age for visual novelty preference. Tested the same infants at 12, 24, and 36 months by means of a battery of cognitive and language tests that compare novelty preference to general and specific cognitive abilities. Results support recent findings that infant novelty preference is predictive of later IQ.…

Whether the measurement of intelligence by the Wechsler Intelligence Scale for Children III (WISC-III) differs for children who exhibit inappropriate test-taking behavior was studied empirically with 247 inappropriate behavior and 515 appropriate behavior children. Results suggest that the factor index and full-scale IQ may have different meanings…

Special educational methods need to develop beyond the diagnostic use of IQ tests. Individual differences in cognitive abilities of students need to be understood and need to be incorporated into effective individualized educational interventions. The goal is to raise the level of performance and the standard deviation of performance. (MMU)

WISC-III scores of 233 students (ages 9 to 13) with mental retardation were examined. Boys had higher Full Scale, Verbal, and Performance IQs than did girls. Boys also had higher scores on six of the 10 subtests. In addition, all of the statistically significant differences were in favor of boys. (Author/CR)

Seven different short forms of the Wechsler Adult Intelligence Scale, Revised (WAIS-R) were compared in a mixed clinical sample of 306 adults to evaluate short form predictions of the full scale IQ. The seven-test short form of C. Ward (1990) was the best predictor across ranges of intellectual functioning, supporting its use when time is limited.…

Comparison of Wechsler Intelligence Scale for Children (WISC)-Revised and WISC III IQs for 64 students with specific learning disabilities and 55 students with mental retardation (MR) found that correlations were lower than those reported in the WISC-III manual. Only Performance IQs for students with MR matched the correlations reported in the…

This article explores the current trend to dismiss general intelligence in favor of multiple intelligences in identifying gifted students. Advantages of the IQ test in identifying exceptionally gifted students who have unique educational and socio-emotional needs and the curricular implications of the general intelligence focus are discussed.…

We examine whether children with early unilateral brain injury show an IQ decline over the course of development. Fifteen brain injured children were administered an IQ test once before age 7 and again several years later. Post-7 IQ scores were significantly lower than pre-7 IQ scores. In addition, pre-7 IQ scores were lower for children with…

The hypothesis that independently of sex, brain volume (BV) and head circumference (HC) are positively and significantly associated with intellectual quotient (IQ) was examined in a sample of 96 high school graduates of high [Wechsler Intelligence Scale for Adults--Revised (WAIS-R) is greater than 120] and low IQ (WAIS-R is less than 100) (1:1),…

From the monthly Saturday Review supplement, "Education in America, sponsored by the Charles F. Kettering Foundation.

Attention is drawn to the ways in which current conceptions of intelligence and its measurement differ from those which were generally accepted in 1928. The following principles underlying intelligence testing were generally agreed upon in 1928: (1) the assumption of intelligence as a recognizable attribute, responsible for differences among…

A brief discussion of theories of general intelligence precedes a report of relevant empirical data. Results from the factor analysis of more than 20 sets of Wechsler Adult Intelligence Scale (WAIS) data indicate that the WAIS clearly is not a one-factor scale. It does not measure a single, general intelligence. Roughly 17 percent of the reliable…