Sensitivity and validity of learning-potential measurement in three levels of ability

Hypothesized that learning-potential assessment is more sensitive than traditional IQ tests in tapping the intellectual potential of disadvantaged children. The Series Learning Potential Test (SLPT) was administered 3 times to 126 bright-normal, dull-to-average and subnormal 3rd, 4th, and 5th graders with training in problem-relevant strategies interpolated following the 2nd administration in Exp I. Both low-IQ groups gained more than the high-IQ group from the training, and the dull group gained more than the other groups from repeated administrations without training. In Exp II with 207 3rd graders, IQ was found to predict teacher ratings of school achievement for all groups and the SLPT was found to predict teacher ratings for the bright group; however, the SLPT was superior to IQ (Test of General Ability) as a predictor in the dull-to-average and the subnormal groups. Substantial proportions of subnormal Ss reached the average reasoning level of their nonretarded peers following the short training session. (PsycINFO Database Record (c) 2006 APA, all rights reserved).