The literature on several topics in the field of intelligence was reviewed covering the period 1960 to 1966. The number of references reviewed was approximately one hundred. The research in this field has covered so divergent topics that it is very difficult to find some definite trends in the researches of these seven years and to discuss them under some clearcut classification of topics. The present review dared to pick up the following main subjects with more stress on the theoreoretical and methodological aspects of research rather than practical ones. 1.General problems concerning the concept of intelligence. 2.Changes of measured intelligence with age. 3.Learning, thinking, creativity and measured intelligence. Under the first heading, four topics were reviewed: the concept of intelligence and experience, the genetic foundation of intelligence, factorial theories of intelligence, biological intelligence. Recent trends in the conceptualization of intelligence seem to assign a major role to experiential and environmental factors, as illustrated by Hunt's Intelligence and Experience(1961). But still much interest in the hereditary aspects of intelligence cannot be overlooked. Factorial theories in intelligence were reviewed around Cattell and Guilford. In biological intelligence, some natural scientific approaches to intelligence were shown through the studies on effects of brain damage and cortical excision on intelligence, differential functioning of brain hemispheres, EEG and inteligence, etc. Although the second subject involves the problems of IQ constancy and its predictive validity, most studies in this field are titled "IQ changes" or "Intellectual development". So they were divided into two parts: changes before adulthood and changes afterwards. The results of the studies in the latter found some degree of agreement, while the former studies took up various aspects of the problems though all adopted a longitudinal procedure. The last subject may refer to the functional aspects of measured intelligence. The literature on this subject was reviewed under four sub-groups: experimental studies of learning and thinking, especially those of concept attainment, which use intelligence level as one of variables; correlational, factorial studies of learning and abilities; scholastic achievement and intelligence, creativity and intelligence. The reviewers regret that they missed the change in this paper to review one subject of interest and increasing importance, the relationship between non-intellectual factors and intelligence.