Previous literature reviews are updated. Recent findings impugn the WISC-R internal consistency and document item bias for American Indian children. A pattern of Spatial > Sequential > Conceptual > Acquired Knowledge holds across ages, tribes, and heterogeneous referral sources, except for acculturated children. Kaufman's three factors are replaced by Verbal and Performance factors for Papago and Navajo children. A culturally-learned basis for intellectual functioning among traditional children supports alternative assessment functions for traditional reservation lifestyle and for acculturation and entree into mainstream society. Performance measures, SOMPA, Piagetian and Luria-derived tasks may ultimately provide less biased intelligence estimates. Recent legislation outlines ethical practice although assessors are still making do with conventional measures that are ethically-questionable and discriminatory. Suggestions for increasing awareness of responsible practice include training in cultural contents and constant monitoring of research findings.