Abstract
Summary Assertive behaviors, as measured by teachers, observers, and an experimental task, were related to each other and to Stanford-Binet intelligence scores. All measures of assertion were correlated with each other and with total IQ. Subsequent item analysis of the Binet showed that the more assertive children did better on certain items: comprehension, verbal, and discrimination. These results are discussed as are possible reasons for non-responsiveness of 20% of the sample and the implications of this for future research.
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