On the growth of intelligence.

Factors in Continuity and Change in the Development of Adaptational Style in Children

“…Obviously, in the cases of increased vulnerability we have a complex example of change -change which implies that bodily stress suffered by the child, or tension and anxiety evoked by conflict, or changes in the disturbed or ill parent's reaction to the child, can increase the child's vulner ability to new stress. Unpredictable changes in I.Q.. also occurred in some children, changes varying from 10 to 30 points (Moriarty, n.d.); this is similar to the changes reported by Sontag (1963), by Bayley (1955) and others.…”

“…Our data (Murphy and Moriarty, 1963), like those made avail able in biographies of children observed from infancy to adolescence (Gesell, Costner, Thompson and Amatruda, 1939) and also the data in other studies of children observed at successive periods in time (Bayley, 1955;Olson, 1959), indicate that some children show much more continuity than others, and that some variables are usually more persistent than others. The question then becomes, in part, that of determining the factors contributing to persistence or con tinuity of some variables within the entire group of children, and the factors contributing to more continuity in some children than in others.…”

Longitudinal and Cross-Sectional Sequences in the Study of Age and Generation Effects

“…For example, cross-sectional studies of intelligence produce the well-known aging curves which suggest that between the ages of twenty and thirty there is a plateau or a gradual decline in intellectual functioning. By contrast, longitudinal studies give no evidence of such an early plateau or decline (Bayley, 1955;Bayley and Oden, 1955;Glanzer and Glaser, 1959;Kall mann and J arvik, 1959;Owens, 1953;. On the contrary, longitudinal studies suggest an increase in intellectual functioning until the ages of forty or even fifty.…”

Behavioral treatment and normal educational and intellectual functioning in young autistic children.

“…In all instances of subjects having achieved a normal 1Q score, the testing was eventually replicated by other examiners. The scales (in order of the frequency of usage) ineluded the WISC-R (Wechsler, 1974), the Stanford-Binet (Thorndike, 1972), the Peabody Picture Vocabulary Test (Dunn, 1981), the Wechsler Pre-School Scale (Wechsler, 1967), the Bayley Scales of Infant Development (Bayley, 1955), the Cattell Infant Intelligence Scale (Cattell, 1960), and the Leiter International Performance Scale (Leiter, 1959).…”

“…Pretreatment mental age (MA) scores were based on the following scales (in order of the frequency of their use): the Bayley Scales of Infant Development (Bayley, 1955), the Cattell Infant Intelligence Scale (Cattell, 1960), the Stanford-Binet Intelligence Scale (Thorndike, 1972), and the Gesell Infant Development Scale (Gesell, 1949). The first three scales were administered to 90% of the subjects, and relative usage of these scales was similar in each group.…”