1. Anderson, B. (1982). Test use today in elementary and secondary schools. In A. K. Wigdor & W. R. Garner (Eds.), Ability testing: Uses, consequences, and controversies (Part 2). Report of the Committee on Ability Testing, National Research Council (pp. 232–285). Washington, DC: National Academy Press.
2. Arbitman-Smith, R., Haywood, H. C., & Bransford, J. D. (1984). Assessing cognitive change. In P. H. Brooks, R. D. Sperber, & C. McCauley (Eds.), Learning and cognition in the mentally retarded (pp. 433–471). Hillsdale, NJ: Erlbaum.
3. Avery, G. (1985). Effects of social, cultural, and economic factors on brain development. In J. M. Freeman (Ed.), Prenatal and perinatal factors associated with brain disorders (pp. 163–176). Bethesda, MD: National Institutes of Health.
4. Bickel, W. E. (1982). Classifying mentally retarded students: A review of placement practices in special education. In K. A. Heller, W. H. Holtzman, & S. Messick (Eds.), Placing children in special education: A strategy for equity (pp. 182–229). Washington, DC: National Academy Press.
5. Bond, L. (1982). The IQ controversy and academic performance. In S. Turner (Ed.), Behavior modification in black populations: Psycho-social issues and empirical findings (pp. 95–120). New York: Plenum Press.