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It is well established that Canadians produce higher raw scores than their U.S. counterparts on intellectual assessments. As a result of these differences in ability along with smaller variability in the population's intellectual performance, Canadian normative data will yield lower standard scores for most raw score points compared to U.S. norms. Two recent studies have questioned the utility of the WAIS-IV Canadian norms based on the performance of a mixed clinical sample of post-secondary students. These studies suggest that a greater proportion of cases from their mixed clinical samples fall below a full-scale IQ of 85 using the WAIS-IV Canadian norms than should be "expected." The purpose of the current study is threefold: First, to summarize the consistent finding of Canada-U.S. differences on measures of ability and present new empirical analyses to demonstrate these results are not due to a smaller sample size for Canadian norms. Second, and most importantly, matched sample comparisons demonstrate that the proportion of low scoring individuals (FSIQ < 85) in mixed clinical samples is consistent with the rates published by recent studies, and not greater than expected. Third, we offer evidence-based advice to clinicians practicing in Canada on the appropriate use of Canadian norms for Canadian clients during an individual assessment of intellectual functioning.

This study examined the heterotypic continuity of aggression hypothesis (physical to indirect) using independent teacher reports of aggression drawn from a nationally representative sample of 749 Canadian girls and boys. Confirmatory factor analysis using an accelerated longitudinal design confirmed a two-factor model of physical and indirect aggression that was stable across time, but not sex. Mean levels of indirect aggression were highest for girls whereas mean levels of physical aggression were highest for boys. Results of a series of path analyses indicated statistically significant cross-lagged effects that varied by sex. Physical aggression at Time 1 (T1; aged six to nine years) significantly predicted increased levels of indirect aggression at Time 2 (T2; girls only) and Time 3 (T3; boys and girls). Indirect aggression at T1 predicted decreased physical aggression at T2 (boys only) and at T3 (boys and girls). These results offer support for the heterotypic continuity of aggression and underscore the usefulness of teacher reports in studies of childhood aggression.

Behavioral science theory has changed greatly since 1978, when Miller's Living Systems was published. Much of the change represents progress, particularly in the biological fields. During that time, living systems theory (LST) developed in many ways. Among the most significant developments have been the addition of another level, the community, to the seven levels previously included in LST and the addition of another subsystem, the timer, to become the 20th subsystem. The present article is the fourth to be published in the journal. Each described relatively briefly and simply the current state of scientific knowledge about the subsystems of living systems. It deals with the first three information processing subsystems. KEY WORDS: subsystem, information, input transducer, internal transducer, channel and net, other subsystems, living systems theory

Behavioral science theory has changed greatly since 1978, when Miller's Living Systems was published. Much of the change represents progress, particularly in the biological fields. During that time, living systems theory (LST) developed in many ways. Among the most significant developments have been the addition of another level, the community, to the seven levels previously included in LST and the addition of another subsystem, the timer, to become the 20th subsystem. The present article is the third to be published in this journal which describe relatively briefly and simply the current state of scientific knowledge about the subsystems of living systems. It deals with the last two matter-energy processing subsystems, the motor and the supporter.

Behavioral science theory has changed greatly since 1978, when Miller's Living Systems was published. Much of the change represents progress, particularly in the biological fields. During that time, living systems theory (LST) developed in many ways. Among the most significant developments have been the addition of another level, the community, to the seven levels previously included in LST and the addition of another subsystem, the timer, to become the 20th subsystem. The present article is the first of three to be published in this journal which describe relatively briefly and simply the current state of scientific knowledge about the subsystems of living systems. It deals with the two subsystems in LST that process both matter-energy and information, the reproducer and the boundary.

Organizations have essentially the same subsystem processes as living systems at other levels. All of them adjust subsystem variables to changing environmental and internal circumstances. Pathology exists in any system when a subsystem variable remains out of its steady-state range for an extended period. The same classes of pathology can be found at all levels. This article analyzes the various forms of pathology that exist in living systems at the level of organizations and describes living systems process analysis. Studies of several types of organizations including U.S. Army battalions, a corporation, a hospital, and a possible space station or lunar base, are discussed.

Living systems theory (LST) is concerned with eight levels of living systems, each of which is composed of 20 critical subsystems that carry out essential life processes. As a result of a continuous biosocial evolution involving progressive fray-out of components, the more recently developed levels in this hierarchy have become very complex. A brief summary of LST is presented in this article. Following this is a detailed analysis of current knowledge about the timer, which we have recently included in our list of subsystems.

This article reviews the evidence that living systems at all levels, including cells, organs, organisms, groups, organizations, communities, societies, and supranational systems, have an information-processing system, the timer. The timer consists of one or more oscillators known as clocks or pacemakers, the phase of which can be reset. They measure duration or order in time or underlie rhythms of various sorts. The timer subsystem synchronizes internal processes of the system and coordinates the system with its environment. By 1965, 19 matter-energy and information processing subsystems were identified in living systems theory. Based on scientific evidence accumulated particularly in recent years, the timer is now recognized as in information processing subsystem, the 20th subsystem, which carries out an essential life process.