DETERIORATION OF THE BEDFAST PATIENT; CAUSES AND EFFECTS

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UNDERACHIEVEMENT AND THE INTELLIGENT CREATIVE CHILD

This study attempts to evaluate the desirability of pressuring creative children for academic achievement, and the personality theories underlying such decisions. Neither the emotional adjustment nor the personality characteristics of creative children were significantly affected by their achievement level. This suggests that arguments based on the effect that pressure for academic excellence will have on the personality of the creative child are without foundation.

THE CAPACITIES OF CHILDREN

It appears that educators often think of the capacity of individual children for academic learning in terms of intelligence test scores or other measures of individual attributes. The measures are thought to be relevant simply because they predict achievement. Actually one predicts different things for children under diverse circumstances and thus children can be thought of as having many different capacities.

INTELLIGENCE-ANXIETY RELATIONSHIPS AS A FUNCTION OF INTELLIGENCE TEST DIFFICULTY

The Henmon Nelson Test of Mental Ability College level, the Minnesota Paper Form Board and the ETS Verbal Cognitive Tests were administered to 1,100 freshman students. Small negative relationships between these scales and TMAS were found most notably for the verbal tests and females. Significant differences were found between high- and low-anxious groups. It is suggested that previous negative results for female Ss may have resulted from the use of easy verbal tests.