Examined 114 pairs of same-sex infant twins and their parents to investigate infant predictors of adult IQ. Found that some measures of infants' information processing, language ability, and temperament predicted the average IQ of infants' parents. Results support the view that some stability in certain types of intellectual functioning from…

Discusses the effects of schooling on the development of intelligence in children and how the amount of schooling should be considered when developing norms for turning intelligence test performance into IQ scores. Suggests that because of differences in schooling among same-age children, use of age-based norms results in biased deviation IQS.…

Investigated the construct validity of the implied and theoretical structures of the Wechsler Adult Intelligence Scale-III (WAIS-III). Results using the standardization sample of 2,450 adults and adolescents indicate that the WAIS-III provides an excellent measure of the four-factor model and a general factor, but they do not support the construct…

In November 2002, the U.S. Department of Education's Office of Educational Research and Improvement (OERI) was dissolved. Out of the reorganization arose two new offices within the department, the Institute of Education Sciences and the Office of Innovation and Improvement, signaling the Bush administration's commitment to both scientifically…

Tables permitting the conversion of short-form composite scores to full-scale IQ estimates have been published for previous editions of the Wechsler Adult Intelligence Scale (WAIS). Equivalent tables are now needed for selected subtests of the WAIS-III. This article used Tellegen and Briggs's formulae to convert the sum of scaled scores for four…

The campaign against testing is a good place to reflect on the legacy of Brian Simon and to ask how far his politics and his professional life came together in what he himself called 'Education as a site of struggle'. History of education can be a critical discourse enabling reflection on the effects of policy and practice and the history of…

As IQ scores rise, IQ tests are periodically renormed, making them harder. Because eligibility for mental retardation (MR) services relies heavily on IQ scores, renormed tests could significantly impact MR placements. In longitudinal IQ records from nine sites, students with borderline and mild MR lost 5.6 points on average when retested on…

The relationship between age and IQ was evaluated in a cross-sectional sample of 80 individuals with Williams syndrome (17 to 52 years). The relationship between age and WAIS-R subtest scores was such that increases and decreases in raw scores occurred at a rate sufficient to maintain stability of age-corrected scaled scores, indicating a…

Given the paucity of research describing the use of the TONI-3 with urban children with disabilities, a brief review of the literature was conducted. While little relevant research was identified, the use of the TONI-3 was supported in a number of diverse settings. This paper also describes a study designed to examine the validity of the Test of…

A follow-up study was performed to investigate the stability of IQ measures in a group of dyslexic teenagers and young adults. Earlier research had shown contradictory results. The 65 subjects, 12 years old on the average at first test, were retested after a mean interval of six and a half years. There was a significant relative decrease in…

The relationship between the construct of mental attention and "giftedness" is not well established. Gifted individuals could make effective use of their executive functions and this could be related to their mental attentional capacity. The dialectic constructivist model developed by Pascual-Leone introduced the concept of mental…

This paper reports the results of a two-year longitudinal study of the relationship between self-assessed intelligence (SAI) and academic performance (AP) in a sample of 184 British undergraduate students. Results showed significant correlations between SAI (both before and after taking an IQ test) and academic exam marks obtained two years later,…

Psychological methods of assessing intelligence have been criticised because of their limited diagnostic-remedial nature and especially their lack of potential for initiating effective and pragmatic intervention programmes. Similarly, the means through which the results of such methods are communicated in order to make them useful and constructive…

This article maintains that the older Stanford-Binet Intelligence Scale (Form L-M) is the best tool for assessing extraordinarily gifted children despite the acknowledged deficits of the scale in comparison with newer instruments. Although the article finds that the Stanford-Binet uses outdated terminology, is highly verbal, has 20-year-old norms,…

Among the individually administered 26 intelligence tests described in this bibliography are those for deaf persons, Spanish speakers, and other special populations. Tests requiring nonverbal responses are included. Most of the tests described in this bibliography provide I.Q. scores which are standard scores, with a mean of 100 and standard…