Is there evidence of ethnic, racial or socioeconomic bias in intelligence testing?
What information is there about newer theories of intelligence, such as Howard Gardner's Multiple Intelligences theory,
and their departure from traditional intelligence theories, such as that of Binet?
ERIC DOCUMENTS CITATIONS for Intelligence Tests/Intelligence Quotient
EJ527624 EC614102
IQ: Easy to Bash, Hard to Replace.
Pyryt, Michael C.
Roeper Review, v18 n4 p255-58 Jun 1996
ISSN: 0278-3193
Available From: UMI
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120)
This article examines psychometric analysis regarding the viability
and limits of IQ testing in the context of "The Bell Curve." It
discusses eyeball analysis versus item analysis, mean differences,
validity coefficients, general intelligence, and IQ and gifted
education, and urges a search for intrapersonal and environmental
catalysts that lead to the development of academic talents. (DB)
Descriptors: *Cognitive Measurement; Elementary Secondary Education;
*Gifted; Intelligence Differences; *Intelligence Quotient;
*Intelligence Tests; Measurement Techniques; *Psychometrics; Talent
Development; Test Validity
Identifiers: *Bell Curve (Herrnstein and Murray)
EJ523389 PS524887
Ethnic Differences in Children's Intelligence Test Scores: Role of
Economic Deprivation, Home Environment, and Maternal Characteristics.
Brooks-Gunn, Jeanne; And Others
Child Development, v67 n2 p396-408 Apr 1996
ISSN: 0009-3920
Available From: UMI
Document Type: RESEARCH REPORT (143); JOURNAL ARTICLE (080)
Examined differences in intelligence test scores of black and white
five-year-olds born premature with low birth weight. Found that
black children's IQ scores were 1 SD lower than those of white
children. Adjustments for ethnic differences in poverty reduced the
differential by half; adjustments for differences in home environment
reduced it by another 28 percent. (HTH)
Descriptors: *Blacks; Comparative Analysis; Family Environment;
Intellectual Development; *Intelligence Quotient; Intelligence Tests;
Mothers; Parent Influence; Poverty; *Preschool Children; *Racial
Differences; Socioeconomic Influences; *Whites
ED393261 EC304705
The Use of IQ Tests in Special Education Decision Making and
Planning. Summary of Two Workshops. Board Bulletin.
Morison, Patricia, Ed.; And Others
1996
53p.; Summary report of two workshops of the Board on Testing and
Assessment (LaJolla, CA, January 21, 1995 and Washington, DC, May 11,
1995).
Available From: Board on Testing and Assessment, National Research
Council, 2101 Constitution Ave., N.W., Washington, DC 20418.
EDRS Price - MF01 Plus Postage. PC Not Available from EDRS.
Document Type: CONFERENCE PROCEEDINGS (021); REVIEW LITERATURE
(070); POSITION PAPER (120)
This report synthesizes the key themes and ideas discussed at two 1-
day workshops addressing issues in the use of IQ tests in special
education evaluation and placement. The first section considers the
background and legal context of the issue. The next section looks at
IQ tests in school settings. Key ideas raised include the importance
of never using a single test score to make decisions, inherent
limitations of IQ scores, concerns about the validity of measuring
complex mental abilities, and the relevance of the particular use to
which the test is being put. A section on student placement
considers the role of the IQ test at the stages of referral,
evaluation, and placement. Alternative approaches to eligibility
assessment, including curriculum-based measurement and assessment of
cognitive correlates of reading failure, are reviewed. The need for
further research in such areas as effective treatment methods,
effects of various kinds of classroom environments on individual
differences in learning, and the malleability of intelligence is
stressed. Inset boxes provide summary information on such topics as
the meaning and interpretation of IQ tests, IQ tests and the
diagnosis of mild mental retardation, minority overrepresentation in
special education, and use of IQ tests to diagnose learning
disabilities. An appendix gives the workshop agendas and lists of
participants. (Contains 68 references.) (DB)
Descriptors: Cognitive Measurement; Court Litigation; Curriculum
Based Assessment; Decision Making; *Disabilities; *Disability
Identification; Educational Diagnosis; Educational Planning;
Educational Policy; Elementary Secondary Education; Eligibility;
*Intelligence Quotient; *Intelligence Tests; Learning Disabilities;
Mild Mental Retardation; Reading Difficulties; Referral; Special
Education; *Student Evaluation; *Student Placement; Test Bias; Test
Validity
Identifiers: Disproportionate Representation (Spec Educ)
EJ525221 SO527589
Psychometrics and Education. The Intelligence Quotient--A Social
Indicator?
Rhyn, Heinz
Zeitschrift fur Padagogik, v41 n5 p765-79 Sep-Oct 1995
ISSN: 0044-3247
Document Type: REVIEW LITERATURE (070); PROJECT DESCRIPTION (141);
JOURNAL ARTICLE (080)
Target Audience: Researchers
Criticizes and examines the motives behind Charles Murray's "The
Bell Curve." Murray's book claimed that many social problems,
including crime and poverty among blacks, could be explained by
African Americans' lack of intelligence as evidenced by testing.
Reveals the book's skewed methodology as well as its interest-guided
financial support. (MJP)
Descriptors: Blacks; Educational Policy; Higher Education;
*Intelligence Quotient; Intelligence Tests; Politics of Education;
*Public Policy; *Race; *Racial Bias; Racial Discrimination; *Research
Problems; Research Utilization; Scholarship; *Social Indicators;
Social Problems; Social Scientists; Test Bias; Validity
Identifiers: Bell Curve (The); Controversy; Germany; *Murray
(Charles)
EJ522236 SO527386
Mental Testing and the Expansion of Educational Opportunity.
Ackerman, Michael
History of Education Quarterly, v35 n3 p279-300 Fall
1995
ISSN: 0018-2680
Available From: UMI
Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080)
Target Audience: Researchers
Discusses the development and uses of various aptitude tests in
higher education from the 1920s through the early 1960s. Although
seen as a gateway to educational attainment for returning World War
II veterans, intelligence testing faced criticism in the early 1960s
as a restrictive practice. (MJP)
Descriptors: Educational Assessment; *Educational Attainment;
Educational History; Educationally Disadvantaged; *Educational
Mobility; *Educational Opportunities; Educational Policy; *Equal
Education; Higher Education; *Intelligence Quotient; *Intelligence
Tests; Military Personnel; Social Mobility; Test Bias; Test
Reliability
Identifiers: Warner (W Lloyd)
ED393592 PS024102
Outsmarting IQ: The Emerging Science of Learnable Intelligence.
Perkins, David
1995
387p.
ISBN: 0-02-925212-1
Available From: The Free Press/Division of Simon and Schuster, 200
Old Tappan Road, Old Tappan, NJ 07675-7095 ($23).
Document Not Available from EDRS.
Document Type: BOOK (010); RESEARCH REPORT (143)
Pychologists, educators, and others have challenged the idea of a
fixed IQ. This book uses recent research and earlier discoveries to
argue that intelligence is not genetically set. Noting that the idea
of learnable intelligence reflects the belief that intelligence can
be taught, the book outlines a theory of learnable intelligence,
including ways in which it can be amplified. The metaphor of
"mindware" is used, which is "software for the mind"--programs
individuals run in their minds to help them use data stored in memory.
Part 1, "In Search of Intelligence," includes information on visible
intelligence, the "fairness" of IQ, multiple intelligences, and
strategic intelligence. Part 2, "Learning Intelligence on Trial,"
includes a discussion of the "paradox" of intelligence, causes of
defaults in thinking, and arguments from the standpoints of expertise
and weak methods, along with a case for reflective intelligences.
Part 3, "What the Mind is Made Of," uses the phrase "the right stuff"
as a metaphor for the learnable intelligence theory, asking what
"stuff" underlies intelligence. The discussion includes kinds of
knowing, realm theory, the theory of expertise, and how experiential
and reflective intelligence are related. Contains 233 references.
(BGC)
Descriptors: *Cognitive Style; Epistemology; Experiential Learning;
Genetics; Intellectual Development; *Intelligence; Intelligence
Differences; *Intelligence Quotient; *Intelligence Tests; Learning;
Learning Processes; Memory; Problem Solving; Social Bias
Identifiers: Fuzzy Concepts; *Multiple Intelligences; Realm Theory
ED392863 UD030824
"The Bell Curve": Does IQ and Race Determine Class and Place in
America?
Parker, Franklin
[1995
24p.
EDRS Price - MF01/PC01 Plus Postage.
Document Type: REVIEW LITERATURE (070)
"The Bell Curve" by Richard J. Herrnstein and Charles A. Murray has
ignited a fierce academic debate. They assert that IQ as measured by
tests has replaced family wealth and status in determining jobs,
income, class, and place in American life; that whites average 15 IQ
points higher than blacks; and that high-IQ ruling elites, with fewer
children than low-IQ nonwhites, are increasingly restricting
nonwhites in ghettoes because of their social problems. This article
sets these controversial themes into the context of a brief history
of IQ and testing, examines the views of some noted admirers and
critics of the book, summarizes Murray's response to his critics, and
places IQ and race issues into a social context that considers
socioeconomic and political trends. Murray contends that the book
does not make as aggressive a case for genetic differences as critics
argue. Critics see "The Bell Curve" as a threat to equality of
educational oppportunity, and their distress affirms the belief that
all people deserve an equal chance. "The Bell Curve" increases fears
about race and class relations. (Contains 151 references.) (SLD)
Descriptors: Blacks; *Equal Education; *Genetics; *Intelligence
Quotient; Intelligence Tests; Nature Nurture Controversy; Political
Influences; *Racial Differences; Racial Discrimination; Social Class;
Social Problems; Socioeconomic Status; *Test Use; Whites
Identifiers: *Bell Curve (Herrnstein and Murray); Elites
ED388428 PS023728
Relationship of Intelligence Quotients to Academic Achievement in
the Elementary Grades.
Fisher, Janis L.
30 Jun 1995
12p.
EDRS Price - MF01/PC01 Plus Postage.
Document Type: RESEARCH REPORT (143); POSITION PAPER (120)
This study examined the relationship between intelligence as
defined by a verbal and nonverbal combined score, obtained on the
Otis-Lennon School Ability Test and final grades received in the
following six academic subjects: reading, math, spelling, science,
English and social studies. The sample for this study consisted of
159 elementary students in grades 3-5. The elementary school from
which the sample was taken is located in rural Ohio, and which
educates approximately 400 students, predominately white and from
varied economic backgrounds. Grades were drawn from students' files
and converted to A=4, B=3, C=2, D=1. Student intelligence quotient,
involving a verbal and non-verbal score, was derived from the Otis-
Lennon Ability Test administered in the fall of the students' second
grade year. The results suggested a positive correspondence of
relationship between intelligence and its ability to predict academic
achievement. A positive correlation was found between intelligence
score and the subject of reading (.49), English (.50), social studies
(.44), science (.51) and math (.47). A lesser correlation was found
with spelling (.30). No significant differences were noted in
correlations between intelligence of genders and any of the academic
categories. Contains 14 references. (AA)
Descriptors: *Academic Achievement; Academic Aptitude; *Correlation;
Educational Diagnosis; Elementary Education; Evaluation Methods;
Expectation; *Intelligence Quotient; Intelligence Tests; Mathematics
Achievement; *Prediction; Reading Achievement; *Scores; *Student
Evaluation; Teacher Expectations of Students; Writing Achievement
Identifiers: Otis Lennon School Ability Test
EJ531803 UD519564
The Pseudoscience of Psychometry and "The Bell Curve."
Graves, Joseph L., Jr.; Johnson, Amanda
Journal of Negro Education, v64 n3 p277-94 Sum 1995
Theme issue topic: "Myths and Realities: African Americans and the
Measurement of Human Abilities."
ISSN: 0022-2984
Available From: UMI
Document Type: POSITION PAPER (120); REVIEW LITERATURE (070);
JOURNAL ARTICLE (080)
Argues that Herrnstein and Murray's "The Bell Curve" (1994) merely
restates the notion that intelligence can be reduced to a single
ordinal measure, i.e., the primary factor for determining group or
individual social-class status. Evidence from the biological
sciences and quantitative genetics is presented that reveals that
social inequality is solely a result of longstanding biases and
differential opportunity structures. (GR)
Descriptors: Cognitive Development; *Genetics; Group Testing;
*Intelligence; *Intelligence Tests; Racial Attitudes; *Racial Bias;
Racial Relations; *Social Environment; Standardized Tests; *Test Bias
Identifiers: *Bell Curve (Herrnstein and Murray)
EJ521002 UD519083
Testing Common Sense.
Sternberg, Robert J.; And Others
American Psychologist, v50 n11 p912-27 Nov 1995
ISSN: 0003-066X
Available From: UMI
Document Type: REVIEW LITERATURE (070); PROJECT DESCRIPTION (141);
JOURNAL ARTICLE (080)
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. (GR)
Descriptors: *Cognitive Ability; Experience; Intelligence Quotient;
*Intelligence Tests; *Job Performance; *Predictive Measurement;
Social Science Research; Success
Identifiers: *Common Sense; Practical Knowledge; *Practical
Reasoning
EJ514039 RC510995
IQ Testing in America: A Victim of Its Own Success.
Krull, Catherine D.; Pierce, W. David
Alberta Journal of Educational Research, v41 n3 p349-54 Sep
1995
Theme issue title: Canadian Perspectives on "The Bell Curve."
ISSN: 0002-4805
Document Type: REVIEW LITERATURE (070); POSITION PAPER (120);
JOURNAL ARTICLE (080)
Response to "The Bell Curve." Argues that correlations between IQ
and U.S. social problems are created by the IQ selection process; in
addition, emphasis on testing and innate abilities has produced
lowered expectations of what students can achieve through hard work
and learning, resulting in lower mathematics achievement among North
American students than among work-oriented Japanese students. (SV)
Descriptors: Cognitive Ability; *Educational Attitudes;
*Educational Testing; Elementary Secondary Education; *Intelligence
Tests; Mathematics Achievement; *Social Problems; Social
Stratification; Student Attitudes; *Teacher Expectations of Students;
Work Ethic
Identifiers: *Bell Curve (Herrnstein and Murray)
EJ514037 RC510993
For Whom "The Bell Curve" Toils.
Livingstone, David W.
Alberta Journal of Educational Research, v41 n3 p335-41 Sep
1995
Theme issue title: Canadian Perspectives on "The Bell Curve."
ISSN: 0002-4805
Document Type: REVIEW LITERATURE (070); POSITION PAPER (120);
JOURNAL ARTICLE (080)
Commentary on "The Bell Curve." Points out that Herrnstein and
Murray do not acknowledge their politically conservative funding
sources. Discusses bias and inadequacies of IQ tests, lack of
evidence of intergenerational reproduction of occupational classes,
current underemployment of highly educated people, and the authors'
recommendation to transfer educational resources to gifted students
via a voucher system. (SV)
Descriptors: Educational Policy; Gifted; *Heredity; Intelligence
Differences; *Intelligence Quotient; *Intelligence Tests; *Public
Policy; *Social Class; Social Stratification; Test Bias;
Underemployment
Identifiers: *Bell Curve (Herrnstein and Murray);
*Intergenerational Continuity; Occupational Status; Social Darwinism
EJ514030 RC510986
Keep Them Bells A-Tolling.
Barrow, Robin
Alberta Journal of Educational Research, v41 n3 p289-96 Sep
1995
Theme issue title: Canadian Perspectives on "The Bell Curve."
ISSN: 0002-4805
Document Type: REVIEW LITERATURE (070); POSITION PAPER (120);
JOURNAL ARTICLE (080)
Criticizes "The Bell Curve" for its lack of understanding of the
philosophical nature of intelligence (and mind). Points out that
various philosophical attempts to analyze the concept of intelligence
are routinely ignored by empirical workers in the field of IQ testing
because such philosophical work makes obvious the lack of connection
between IQ scores and intelligence. (SV)
Descriptors: Cognitive Ability; Inferences; *Intelligence;
Intelligence Quotient; *Intelligence Tests; *Research Problems
Identifiers: Assumptions (Testing); *Bell Curve (Herrnstein and
Murray); *Philosophical Research; Philosophy of Science
EJ514029 RC510985
Does the IQ God Exist?
Siegel, Linda S.
Alberta Journal of Educational Research, v41 n3 p283-88 Sep
1995
Theme issue title: Canadian Perspectives on "The Bell Curve."
ISSN: 0002-4805
Document Type: REVIEW LITERATURE (070); POSITION PAPER (120);
JOURNAL ARTICLE (080)
Responds to "The Bell Curve" by arguing that IQ is merely a
statistical fiction, an artificial construct not corresponding to any
real entity. Discusses the "seductive statistical trap of factor
analysis" as it relates to IQ tests, multiple intelligences, content
and bias of IQ tests, lack of validity of IQ tests for individual
cases, and stability of IQ scores. (SV)
Descriptors: *Educational Diagnosis; Factor Analysis; *Individual
Differences; Intelligence; Intelligence Differences; *Intelligence
Quotient; *Intelligence Tests; Test Bias; *Testing Problems; Test Use
Identifiers: *Bell Curve (Herrnstein and Murray); Multiple
Intelligences
ED386640 CG026458
Intelligence Testing and the Emergence of School Psychology.
Rickman, David L.
[1995
15p.
EDRS Price - MF01/PC01 Plus Postage.
Document Type: REVIEW LITERATURE (070)
School psychology, defined as the study and application of
psychological principles to the educational setting, encompasses the
study of learning and cognition, development, social behavior,
individual differences, and measurement and statistics. The purpose
of this paper is to provide an historical account of the origins of
educational psychology with a focus on its early history and major
contributors. Emphasis is placed on the importance of the notion of
individual differences, the paradigm which has functioned as a major
impetus in the development of intelligence testing. Major
contributors discussed are: Francis Galton, Granville Stanley Hall,
Arnold Gesell, Lightner Witmer, William James and James McKeen
Cattell. It is concluded that the development of the intelligence
test was largely a function of the zeitgeist of American society.
The lack of innovations made in the assessment of intelligence is
seen as a vestige of functionalism in that the currently used
instruments meet the minimum needs of the individuals using them--
they have great pragmatic value for labeling and placement of
individuals into special programs. Contains six references. (JBJ)
Descriptors: *Educational Psychology; Educational Theories;
Elementary Secondary Education; *Individual Differences;
*Intelligence Tests; School Psychologists
EJ494332 CG545824
Intelligence Is Important, Intelligence Is Complex.
Keith, Timothy Z.
School Psychology Quarterly, v9 n3 p209-221 Fall 1994
ISSN: 1045-3830
Available From: UMI
Document Type: POSITION PAPER (120); REVIEW LITERATURE (070);
JOURNAL ARTICLE (080)
Offers alternative analyses and interpretations of Macmann and
Barnett's research data and results. Contends that intelligence is
complex and that intelligence testing is important component of
school psychological practice. Discusses relation and frequent
inconsistency between research and practice. (CRR)
Descriptors: Correlation; Counseling; Elementary Secondary
Education; Evaluation; *Factor Analysis; *Intelligence Tests;
*Performance Tests; *Verbal Tests
Identifiers: Criterion Validity; *Wechsler Intelligence Scale for
Children; Wechsler Intelligence Scale for Children III
EJ480693 CG544151
Intellectual Assessment of Children from Culturally Diverse
Backgrounds.
Armour-Thomas, Eleanor
School Psychology Review, v21 n4 p552-65 1992
ISSN: 0279-6015
Available From: UMI
Document Type: REVIEW LITERATURE (070); GENERAL REPORT (140);
JOURNAL ARTICLE (080)
Examines assumptions and premises of standardized tests of mental
ability and reviews extant theories and research on intellectual
functioning of children from culturally different backgrounds.
Discusses implications of these issues and perspectives for new
directions for intellectual assessment for children from culturally
different backgrounds. Considers changes in training and practice of
school psychologists working with these children. (Author/NB)
Descriptors: Adolescents; Children; *Cultural Differences; *Culture
Fair Tests; Elementary Secondary Education; *Evaluation Problems;
*Intelligence Tests; *Standardized Tests
EJ438145 PS518881
How Much Does Schooling Influence General Intelligence and Its
Cognitive Components? A Reassessment of the Evidence.
Ceci, Stephen J.
Developmental Psychology, v27 n5 p703-23 Sep 1991
ISSN: 0012-1649
Available From: UMI
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070)
Reviews the literature on the relationship between schooling, IQ,
and the cognitive processes presumed to underpin IQ. The data
suggest the importance of quantity of schooling for IQ. Schooling
fosters the development of cognitive processes that underpin
performance on IQ tests. This development is unrelated to the
quality of schools. (BC)
Descriptors: Achievement Tests; Adolescents; Attendance; Children;
*Cognitive Processes; *Educational Attainment; *Educational Quality;
Elementary Secondary Education; *Intellectual Development;
*Intelligence Quotient; *Intelligence Tests; Memory; Perceptual
Development
Identifiers: *School Effects
ED353068 PS021038
The Stability of I. Q. in Preschool Years: A Review.
Hutchens, Teresa A.; And Others
Apr 1991
23p.; Paper presented at the Meeting of the American Association
for Counseling and Development (Reno, NV, April 21-24, 1991).
EDRS Price - MF01/PC01 Plus Postage.
Document Type: EVALUATIVE REPORT (142); CONFERENCE PAPER (150)
The question of reliability in the intellectual assessment of young
children is cause for concern among developmental psychologists and
diagnosticians. The issue of reliability is confounded by normal
variability in skills during early childhood, by the problem of
consistency across time of age-appropriate assessment measures, and
by the selection of subsequent or concurrent measures. Stability
across time of measures of children's intellectual ability during
infancy and the preschool years is of particular interest to those
practitioners faced with diagnosis, placement, and treatment
decisions. Research to address temporal stability in mental
measurement in the preschool period has yielded inconsistent findings.
Differential results appear to be due, at least in part, to
children's age at the time of evaluation, the choice of intellectual
assessment instrument, the length of the test-retest interval, and
unique characteristics of the sample studied. Because the
implications of the reliability of intellectual measures for
controversial placement issues and long-range educational programming
are significant, practitioners should identify trends in assessment
practices that relate to the stability of assessment across time and
across measures. (MM)
Descriptors: *Intellectual Development; *Intelligence Quotient;
*Intelligence Tests; *Measurement Techniques; Measures (Individuals);
*Preschool Children; Preschool Education; Testing Problems; Test
Reliability; Test Validity
Identifiers: *Age Appropriateness; *Temporal Stability; Test Retest
Reliability
EJ434512 EC601644
Intellectual Assessment Tips.
Taylor, Ronald L.
Diagnostique, v16 n1 p52-54 Fall 1990
ISSN: 0737-2477
Available From: UMI
Document Type: JOURNAL ARTICLE (080); NON-CLASSROOM MATERIAL (055)
Target Audience: Teachers; Practitioners
This article offers advice on interpreting intelligence quotient
(IQ) data and other results from intelligence tests. Myths regarding
the practical applications and broader implications of IQ profiles
are debunked. Several warnings are given regarding test use along
with general statements of intelligence tests' strengths and
weaknesses in classroom situations. (PB)
Descriptors: Classroom Techniques; Elementary Secondary Education;
*Gifted; *Intelligence Quotient; *Intelligence Tests; *Learning
Problems; *Student Evaluation; Teaching Methods; *Test Use
EJ479091 CG544069
The Dynamic Assessment of Intelligence: A Review of Three
Approaches.
Laughon, Pamela
School Psychology Review, v19 n4 p459-70 1990
ISSN: 0279-6015
Available From: UMI
Document Type: POSITION PAPER (120); REVIEW LITERATURE (070);
JOURNAL ARTICLE (080)
Evaluates three approaches to dynamic assessment of intelligence in
terms of their ability to address both classification and remediation
functions of assessment in schools. Argues that relative to
traditional intelligence tests, dynamic approaches have failed to
provide evidence of satisfactory technical characteristics, such as
reliability and validity. (Author/NB)
Descriptors: *Cognitive Processes; *Evaluation Methods;
*Intelligence; *Intelligence Tests
Identifiers: *Dynamic Assessment of Intelligence
EJ414469 UD515348
The Coloring of IQ Testing: A New Name for an Old Phenomenon.
Ford, Donna Y.; And Others
Urban League Review, v13 n1-2 p99-111 Sum-Win 198 1990
Available From: UMI
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070)
Addresses the impact of the ideology of IQ testing on African
Americans and Asians. Presents an overview and an analysis of
scholarly treatises that illustrate that IQ testing continues to be
one mechanism for maintaining racial prejudice and inequality in the
United States. (JS)
Descriptors: *Asian Americans; Blacks; Cultural Differences;
Culture Fair Tests; *Intelligence Differences; *Intelligence Tests;
*Racial Bias; Racial Differences; *Test Bias; Test Validity; Whites
EJ393107 UD514335
Intelligence and IQ: Landmark Issues and Great Debates.
Weinberg, Richard A.
American Psychologist, v44 n2 p98-104 Feb 1989
Special issue with the title "Children and Their Development:
Knowledge Base, Research Agenda, and Social Policy Application."
Available From: UMI
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070)
Describes the status of controversies regarding the definition of
intelligence, its measurement, and the relative roles of heredity
versus environment in the development of individual differences.
Intelligence tests alone are inconclusive in examining individual
children. (Author/BJV)
Descriptors: *Child Development; Child Psychology; Children;
Cognitive Development; Definitions; Developmental Psychology;
Intelligence; *Intelligence Tests; *Measurement Techniques; *Nature
Nurture Controversy; *Psychological Studies; Public Policy; *Test
Validity
EJ387167 EC212094
The Assessment of Cognition/Intelligence in Infancy.
Shelton, Terri L.
Infants and Young Children, v1 n3 p10-25 Jan 1989
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070);
NON-CLASSROOM MATERIAL (055)
Target Audience: Practitioners
The article reviews the development of infant cognitive assessment
and describes selected tests. Considerations in choosing,
administering, and interpreting the results of infant
intelligence/cognitive assessment instruments are outlined. The
usefulness of cognitive assessment is discussed as are new approaches
to assessment. (Author/DB)
Descriptors: *Cognitive Development; *Evaluation Methods; *Infants;
*Intelligence Tests; Test Interpretation
EJ388048 SP518474
Should You Know Your Child's IQ?
Stockard, James W., Jr.
PTA Today, v14 n1 p12-13 Oct 1988
Available From: UMI
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120);
HISTORICAL MATERIAL (060)
Intelligence Quotient scores are only predictors of performance,
not precise measures of intelligence. They are most useful in
conjunction with other assessments of potential such as achievement
tests and daily performance. An explanation of how scores are
derived and a brief history of IQ testing are included. (IAH)
Descriptors: Aptitude Tests; Elementary Secondary Education;
*Intelligence Quotient; *Intelligence Tests; Test Use
EJ374308 SP517788
Binet and the Nature of Intelligence Theory.
Nash, Roy
Interchange, v18 n4 p70-83 1987
Available From: UMI
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120)
An argument that Binet must be regarded as a major theoretician of
functional intelligence and should be considered for what is regarded
as classical intelligence theory is advanced. A discourse on Binet's
theory, its intellectual context and the developments it fostered is
given. (JL)
Descriptors: *Cognitive Development; *Intelligence Quotient;
*Intelligence Tests; *Psychometrics; *Test Theory
Identifiers: *Binet (Alfred); Binet Simon Intelligence Scale
ED283328 EC192757
Review of Issues in Intelligence Test Use in Alberta Schools.
Nov 1986
45p.
EDRS Price - MF01/PC02 Plus Postage.
Document Type: REVIEW LITERATURE (070); GENERAL REPORT (140)
This review of issues involved in the use of intelligence tests in
Alberta (Canada) schools included consideration of: the nature of
intelligence; the measurement of intelligence (instrument variables,
examiner variables, and interpretation variables); student rights;
implications of intelligence test results in decision making
(labeling of students, student placement); special populations
(minority, English as a second language, learning-disabled,
behaviorally disordered, physically disabled, and gifted students);
and policies on intelligence tests in Canada and the United States.
It was concluded that the present literature regarding this subject
is inconclusive, with no general consensus existing on a single
operational definition of intelligence. Consensus, however, was
found for three points: (1) the nature of intelligence is culturally
relative; (2) ability alone rarely determines performance; and (3)
intelligence is a dynamic, fluid, and multi-trait construct. There
was also a degree of agreement that, when properly used, intelligence
tests provide useful information which can form the basis for
constructive planning. A survey of Alberta school jurisdictions
showed a lack of consistency, continuity, and any uniform procedures
across the province. A glossary of testing related terms and a list
of references are included. (CB)
Descriptors: Culture Fair Tests; *Disabilities; *Educational Policy;
Elementary Secondary Education; Foreign Countries; *Gifted;
*Intelligence Tests; Labeling (of Persons); Student Placement;
Student Rights; Testing Problems; *Test Use
Identifiers: *Alberta
ED272882 CS209962
Critical Thinking: Its Nature, Measurement, and Improvement.
Sternberg, Robert J.
[1986
37p.
EDRS Price - MF01/PC02 Plus Postage.
Document Type: POSITION PAPER (120); REVIEW LITERATURE (070)
Critical thinking comprises the mental processes, strategies, and
representations people use to solve problems, make decisions, and
learn new concepts. The study of critical thinking combines the
educational, philosophical, and psychological traditions of thought.
R. Ennis offers a philosophical taxonomy suggesting that critical
thinking results from the interaction of a set of dispositions toward
critical thinking with a set of abilities for critical thinking,
while R. Sternberg's psychological taxonomy defines the skills
involved in critical thinking to be of three kinds: metacomponents,
performance components, and knowledge-acquisition components.
Bloom's taxonomy of education puts knowledge at the lowest level,
followed by comprehension, application, analysis, and synthesis, with
evaluation at the highest level. Tests for measuring critical
thinking also come from the philosophical and psychological areas.
The Watson-Glaser Critical Thinking Appraisal, the Cornell Critical
Thinking Test, and the New Jersey Test of Reasoning Skills are
derived from the philosophical tradition. The Triarchic Test of
Intellectual Skills is psychologically derived, but does not try to
separate critical thinking from intelligence. Programs for training
critical thinking include Copi's 1978 course in logic, Bransford and
Stein's 1984 course called "The Ideal Problem Solver," Sternberg's
1986 "Understanding and Increasing Intelligence," and Whimbey and
Lochhead's 1982 "Problem Solving and Comprehension." Educators
current concern with critical thinking offers students a new chance
for developing critical thinking skills, but training must be brought
into all aspects of the classroom to be successful. (Tables
outlining E.J. Gubbins's Matrix of Thinking Skills, and Sternberg's
program for training intellectual skills are appended.) (SRT)
Descriptors: *Cognitive Tests; *Critical Thinking; Higher Education;
*Intelligence Tests; *Logical Thinking; *Problem Solving;
Psychological Testing; Secondary Education; Testing; Training Methods;
Training Objectives
EJ297590 UD510669
Intelligence Testing Revisited.
Stoddard, Ann H.
Negro Educational Review, v35 n1 p17-24 Jan 1984
Document Type: POSITION PAPER (120); REVIEW LITERATURE (070)
Discusses bias in intelligence testing and the misuse of
intelligence tests scores. Suggests that use of such tests be
limited or supported by other modes of evaluation. (CJM)
Descriptors: *Culture Fair Tests; Educational Planning; Elementary
Secondary Education; Grouping (Instructional Purposes); Intelligence
Quotient; *Intelligence Tests; Minority Groups; Social Discrimination;
*Test Bias; Test Interpretation
EJ294314 UD510552
What Should Intelligence Tests Test? Implications of a Triarchic
Theory of Intelligence for Intelligence Testing.
Sternberg, Robert J.
Educational Researcher, v13 n1 p5-15 Jan 1984
Available From: UMI
Document Type: REVIEW LITERATURE (070); POSITION PAPER (120)
Argues that IQ tests work only for some people some of the time.
Offers a theory that emphasizes the roles in intelligence of
information-processing, the environmental context, and coping with
novelty and automatization of task performance, as a possibility for
improving levels of prediction. (CMG)
Descriptors: Cognitive Processes; *Epistemology; *Intelligence;
*Intelligence Tests; *Standardized Tests; *Test Theory; *Test
Validity
ED259026 TM850398
IQ Test Controversy: Past, Present, and Future Trends.
Alford, David W.
[1984
24p.
EDRS Price - MF01/PC01 Plus Postage.
Document Type: REVIEW LITERATURE (070)
The controversies surrounding the use of intelligence quotient (IQ)
tests with children are summarized. This article discusses what
intelligence is and how intelligence is measured. It also examines
factors which can affect measurement, including examiner training or
bias, examinee age, misinterpretation of test scores, and poor tests.
The appropriate uses of IQ tests are considered, as well as the
abuses. Past, present, and future trends in intelligence testing are
described. It is concluded that since trends suggest that more
rather than less IQ testing will occur, efforts should be directed at
developing better tests and reducing abuses. (GDC)
Descriptors: Culture Fair Tests; Educational Trends; Elementary
Secondary Education; Futures (of Society); Intelligence; Intelligence
Differences; *Intelligence Quotient; *Intelligence Tests; Nature
Nurture Controversy; Response Style (Tests); Test Bias; *Testing
Problems; *Test Use
EJ305387 EC170165
Intelligence Testing: The Mystique, the Myth, the Maelstrom, and
the Mandate.
Burton, Thomas A.
Diagnostique, v8 n2 p101-06 Win 1983
Available From: UMI
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070);
POSITION PAPER (120)
The value of intelligence testing was extended beyond its intent,
and psychologists were not answerable to any measure of
accountability. Recently, the value of testing has been challenged
in the courts and is now restricted by legislative mandate.
Continued resistance by psychologists may lead to the demise of
standardized intelligence tests. Author/CL)
Descriptors: *Compliance (Legal); *Court Litigation; *Disabilities;
Educational Trends; Intelligence Quotient; *Intelligence Tests;
Psychologists
ED235883 PS013846
If Not I.Q. - What?
Tyler, Ralph W.
18 Sep 1980
24p.
EDRS Price - MF01/PC01 Plus Postage.
Document Type: REVIEW LITERATURE (070); EVALUATIVE REPORT (142)
The use of psychological and educational tests in World War I led
to their adoption in schools for testing intelligence and achievement
in order to classify students academically according to a national
norm. After World War II, rapid changes in occupational and social
structure demanded the education and identification of students for
employment. As educational conditions changed, it became evident
that several untenable assumptions had been made regarding
standardized tests (for example, the assumption of difference between
measured intelligence and achievement, and the assumption of the
normal distribution of tested behaviors in the population). Civil
rights movements sought out bias and discriminatory practices
regarding intelligence and aptitude tests. This process led the
Supreme Court of California to ban the use of intelligence tests in
their public schools. In the past, the results of intelligence tests
have been used for four major purposes: (1) to predict the
educational, occupational, and social potential of the individual;
(2) to help the child and the parents plan for the child's education
and career in terms of "realistic" goals; (3) to assign the child to
a particular educational or training program or track; and (4) to
indicate the appropriate environment in which a child with a low I.Q.
should be placed. These tests no longer serve to provide information
that can help in planning for the continuous development of human
beings. Useful data can be obtained, however, and time and effort
involved in collecting comprehension information may be reduced as
experience and experiments reveal more economical means of assessment.
(BJD)
Descriptors: *Achievement Tests; Elementary Secondary Education;
*Intelligence Tests; Occupational Tests; Psychological Testing;
*Standardized Tests; *Test Bias
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