Performance on intelligence tests is known to be associated with class mobility, with high scorers tending to move up the socio-economic hierarchy, and low scorers tending to move down. However, much remains unknown about the association. It is possible that the importance of intelligence varies across different occupational areas, or that there is friction acting against mobility, such that a ...

This book is a major contribution to the literature on delinquency. Professor Merrill surveys the resources of the clinician in the tasks of assessing social environment and understanding delinquent personalities; and she describes the use of intelligence tests and projective techniques. The behaviour of delinquent children is understandable only in terms of the basic needs of the individual ch...

Low socioeconomic status (SES) children perform on average worse on intelligence tests than children from higher SES backgrounds, but the developmental relationship between intelligence and SES has not been adequately investigated. Here, we use latent growth curve (LGC) models to assess associations between SES and individual differences in the intelligence starting point (intercept) and in the...

The present paper reports secular trends in the mean scores of a language, mathematics, and a Raven-like test together with a combined general ability (GA) score among Norwegian (male) conscripts tested from the mid 1950s to 2002 (birth cohorts c1935–1984). Secular gains in standing height (indicating improved nutrition and health care) were also investigated. Substantial gains in GA were appar...

Intelligence quotient (IQ), grades, and scores on achievement tests are widely used as measures of cognition, but the correlations among them are far from perfect. This paper uses a variety of datasets to show that personality and IQ predict grades and scores on achievement tests. Personality is relatively more important in predicting grades than scores on achievement tests. IQ is relatively mo...

The emphasis of this paper is the practice and interpretation of intelligence testing of educable retarded children. The current and future state of intelligence testing are discussed in terms of three criteria: their predictive, diagnostic and remedial functions. In the first section we consider individual testing formats within a framework of Vygotsky's theory of potential development and the...

The measurement of intelligence is usually associated with the performance over a selection of tasks or environments. The most general approach in this line is called Universal Intelligence, which assigns a probability to each possible environment according to several constructs derived from Kolmogorov complexity. In this context, new testing paradigms are being defined in order to devise intel...

In this paper, we hypothesize that education is associated with a higher efficiency of health investment, yet that this efficiency advantage is solely driven by intelligence. We operationalize efficiency of health investment as the probability of dying conditional on a certain hospital diagnosis and estimate a multistate structural equation model with three states: (i) healthy, (ii) hospitalize...

This paper challenges the historiographical discontinuity established between earlier "anthropometric testing" and the arrival of "psychological testing" with Binet and Simon's intelligence test in 1905. After some conceptual clarifications, it deals with "word association": a kind of psychological experimentation and testing which became popular over the last two decades of the 19th century. F...

Twenty people with suspected intellectual disability took the Reynolds Intellectual Assessment Scales (RIAS; C. R. Reynolds & R. W. Kamphaus, 1998) and the Wechsler Adult Intelligence Scale-3rd Edition (WAIS-III; D. Wechsler, 1997) to see if the 2 IQ tests produced comparable results. A t test showed that the RIAS Composite Intelligence Index scores were significantly higher than WAIS-III Full ...