ABSTRACT
The underrepresentation of minority children in classes for the gifted has been and continues to be one of the most important problems facing educators of gifted students. The concept of intelligence has been defined by the tests used to measure this construct since the early 1900s. Traditional intelligence tests have had the now familiar verbal, quantitative, and nonverbal format since Binet and Simon and Wechsler published their influential tests. Traditionally, IQ has been measured using verbal, quantitative, and nonverbal tests since the tests were initially formulated in 1905 with the publication of the Stanford-Binet and in 1939 with the publication of the Wechslerbellevue Scales. The essence of a nonverbal test of general ability is that it does not contain verbal and quantitative test questions, although it may involve verbal solutions to the problem.
