Reports the findings of two experiments conducted with South African senior high school students to examine the relationships of metacognitive strategies and nonverbal reasoning ability to test performance in mathematics and English comprehension. Suggests that teaching metacognitive strategies to students who lack such skills may improve their…

The D-48, a nonverbal test of general intelligence, was administered to 250 Mexican American and Anglo American community college students. Analysis of D-48 scores indicates no significant differences due to ethnicity or gender; adequate internal consistency and test-retest reliability; and significant correlations with grade point average and…

Summarized are the development and evaluation of a quasi non-verbal Cognitive Skills Test (CST) to measure comprehension, application, analysis, and synthesis in hearing impaired adolescents. It is explained that the measure was evaluated with 113 students at a school for the deaf over a 2-year period. Among findings reported are that the test and…

Navajo family participation in the evaluation of their children is described in this paper. The setting for the study in St. Michael's Special School, Window Rock, Arizona. Pupils at this Navajo Reservation school were assigned to special education classes on the basis of the Wechsler Intelligence Scale for Children. The author introudced into the…

The Aircraft Instrument Comprehension (AIC) Program is a self-instructional program designed to teach undergraduate student pilots to read instruments that indicate the position of the aircraft in flight, based on sequential instructional stages of information, prompted practice, and unprompted practice. The program includes a 36-item multiple…

The Behavior Rating Scale measures behavioral skills by observing the child during the administration of other tests. The rating dimensions include independence, concentration, tractability, attitude and disposition toward testing, and overflow behavior. All are scored on a scale of 0-4, low to high. (PR)

The effects of modeling and corrective feedback on the conservation of equalities and inequalities were studied with items spanning three stimulus dimensions (length, number, and two-dimensional space). Observation of a model, correction training (joining positive feedback with verbal rule provision), and the combination of observation and…

The two-level theory of mental abilities posits two broad classes of ability: level I (learning and memory) and level II (the "g" factor of intelligence tests, reasoning, abstraction, and problem solving). Levels I and II are hypothesized to interact with SES and/or race such that: (l) SES differences are greater for level II than for I,…

Approximately 1,000 articles and books relating to traditional approaches and new directions in the assessment of the behavior of children are listed. The references are grouped under the following 14 headings: (a) methodological issues; (b) interviewing and informal assessment techniques; (c) rating scales; (d) personality questionnaires and…

In an effort to improve performance of high school students on intelligence tests, a large-scale study involving 296 Yugoslavian students was carried out by Radivoy Kvashchev. Results indicate that it is possible to achieve small improvement and that improvement remains a year after the end of training. (Author/LMO)

Vigilance performance of twenty fourth-grade retarded readers was compared with that of twenty normal readers matched for age, sex, grade, and intelligence. (Authors)

Performance was better for children above six years of age and better in Spanish than English. It is suggested that the Peabody Picture Vocabulary Test never be used to assess the general intelligence of Mexican American children, because it likely underestimates their ability. (Author)

Finds that extraverted children did better than introverted children on both a nonverbal coding task and simple and complex verbal fluency tasks. Notes that anxiety influenced girls' performances on the more complex verbal fluency task, but did not alter boys' performances. Compares these findings to those of similar studies of adults. (RL)

The Missouri Children's Picture Series, a nonverbal objective personality test, was administered to 119 normal elementary children and 77 institutionalized aggressive adolescents. Several of the test scales, particularly the aggression and maturity scales, differentiated significantly between the groups. IQ related to test scores only for the…