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The relation between individual differences in verbal ability and memory for order was investigated. Results indicated that (1) order and item information may be retained separately; (2) verbal ability is related to short-term recall but not recognition of order; and (3) transformation of order at output increases the relation. (Author/RD)

This study investigated undergraduate teacher education students' inclusion of males and females in selected generic nouns. The effects of test form (Masculine/Generic, Neutral/Generic); sex of student; and categories of items were tested. Significant effects for test form but not sex of student were obtained. (Author/RD)

Preschool children interacted with an adult model who was either low or highly rewarding to the child. Later the model displayed either a high or low degree of positive affect as he played with a nonpreferred toy. The model's affect influenced both the children's ratings of and imitative play with the toy. (Author/RD)

Two experiments examined whether correlations between IQ and probed serial running memory depend on IQ-related individual differences in the retention of order information in short-term memory. Children's IQ correlated with memory, regardless of whether instructions emphasized serial or free recall; and with recent item but not recent order information recognition. (Author/RD)

Measures of anxiety toward statistics and belief in certain stereotypes about statistics were administered to graduate students in nursing and education at the beginning and end of a statistics course. Factor analysis showed three dimensions of negative perceptions. Anxiety decreased during the course. Implications for curriculum evaluation are discussed. (Author/JKS)

Student's empirical sampling approach is used to assess the magnitude of the sampling errors of statistics describing a recursive causal model. The data were gathered with four complex sample designs commonly used in educational surveys. Jackknife and half-sample error estimates are applied to the data. (Author/CTM)

Classrooms for mentally retarded, emotionally disturbed, learning disabled, and average students were studied to identify which rules of formal logic teachers and students employ. Results indicated that teachers and students use extralogical reasoning significantly more often than formal logical rules. This was true for three grade levels and all diagnostic labels. (Author/RD)

Tasks graded in terms of fluency, flexibility, originality, and elaboration of responses were administered to fourth graders in order to identify relationships between these measures of creativity, intelligence, and evaluation skills. With intelligence controlled, the relationship between creative thinking scores and evaluation ability was near zero. (Author/RD)

Eleven to fourteen year olds judged the size of eight angles. Subjects were grouped according to reading ability and their nonverbal intelligence was measured. Significant differences in performance were found in relation to age and ability variables, and between the angle-size ranges of 0 to 90 degrees and 90 to 180 degrees. (Author/RD)

A multiple measurement approach to validating the interpretation of student ratings of a medical school course was investigated. Results indicated that the approach allowed for greater precision than single measurement procedures. (Author/JKS)

Fifth graders read lessons dealing with a geometry rule. Half received preinstruction on the concepts related in the rule in either a logical or random order. Learning was measured on a rule attainment test. Only subjects receiving preinstruction on the concepts prior to rule instruction performed better than a control group. (Author/RD)

Undergraduate students' perceptions of causes of their performance in a course were related to their ratings of the course and instructor in order to explore convergent and discriminant validity of such ratings. Regression analyses indicated that attributional judgments about causes of student performance were related to evaluations of instruction. (Author/RD)

Black graduate students rated 12- and 13-year old students' writing. On negative writing samples, raters manifested high racial bias in favor of Blacks against Orientals and Whites. There was little evidence of racial bias with neutral writing; and on positive writing, bias was sex-directed rather than racial. (Author/RD)

The relationships between egocentrism and certain socialization variables were examined for a sample of first through fifth grade rural children. The most significant results were the high correlations of egocentrism scores, sociometric scores, and teachers' ratings of popularity with observed playground behavior. (Author/JKS)

The work values patterns of female and male students at the two- and four-year levels of allied health professions are investigated. Results indicate that a student's educational level or sex has an impact on his/her work orientation. (Author/JKS)

Relations among short-term auditory memory, short-term visual memory, vocabulary knowledge, and intra-and intermodal matching of trigrams were examined with first graders. Multiple Rs were significant for 3 of 4 matching conditions. Only bilingualism accounted for significant variance in visual-auditory task performance or reading achievement. (Author/RD)

Responses of 5,000 parents to a family background questionnaire were assessed in the belief that social structures of underdeveloped countries must be studied before determining how they influence education. A logistic model is presented to statistically analyze social class and caste, parents' education, income, religion, and language ability. (CP)

The Larsen-Hammill Test of Written Spelling scores were correlated with scores received on the California Achievement Test (CAT) for 45 fourth-grade pupils. Spelling scores were moderately predictive of reading, mathematics, language, and spelling subtests on the CAT. (Author/JKS)

A job involvement measure was altered to reflect academic involvement and was employed as a predictor of academic performance. Contrary to the findings of prior industrial research, involvement was found to be correlated neither with age nor with course satisfaction; however, it did prove an efficacious predictor of course grade. (Author/JKS)

The Trent Attribution Profile provides measures of locus of control and stability which can be further partitioned into individual attribution elements (ability, effort, task difficulty, luck). Reliability and validity data are reported. (Author/JKS)

Two Groups of educable mentally retarded primary and secondary pupils were compared on measures of self-esteem and intelligence to determine whether scores on a self-drawing test and those on a self-perception test were related. A significant correlation was found for the secondary pupils only. (Author/JKS)

Reliability and validity data on the Personal Attribute Inventory for Children (PAIC) are reported. The inventory correlated with the Piers-Harris Children's Self-Concept Scale at .32 and had a test-retest reliability of .88 over a four-week span. Different PAIC results were obtained for eighth grade students. (JKS)

The usefulness of the Structure of Intellect Learning Abilities Test for predicting reading and arithmetic achievement of elementary school pupils as measured by the Iowa Tests of Basic Skills was investigated using regression analyses. The Structure of Intellect test performed generally as predicted. (Author/JKS)

A scale measuring attitudes toward small-group teaching was administered to 442 teachers from 28 elementary and secondary schools in Israel. At least two dimensions of attitudes were identified: control over class and efficiency of the method. (Author/JKS)

Background characteristics, school performance, and achievement test data were analyzed for 788 third-grade boys and 774 third-grade girls who were known later to have become high school dropouts or graduates. As early as the third grade a variety of variables were predictive of later status. (Author/JKS)

The interrelationships between scores on selected scales of the Minnesota Multiphasic Personality Inventory, those on the Cornell Critical Thinking Test, and academic success as measured one year later by grade point average and total number of graduate units completed was investigated with 100 graduate students. (Author/JKS)

Hermans' and Mehrabian's tests of achievement motivation were correlated with the achievement via conformance and achievement via independence scales of the California Psychological Inventory. The Mehrabian test was associated only with the achievement via conformance scale, but Hermans' measure was rather strongly related to both scales. (Author/JKS)

Stimulus screening characterizes the degree to which an individual automatically and selectively responds to stimulation. Reliability and validity data are presented for a verbal questionnaire measure of child stimulus screening which employs mother reports. (Author/JKS)

The ability of the Slosson Intelligence Test to predict academic achievement was assessed by using three samples of pre-kindergarten pupils from three successive years in a large midwest school district. Results indicate a moderately good predictive power of the instrument. (Author/JKS)

The responses of five samples of elementary and secondary school students to the Brooks Student Questionnaire were factor analyzed. Extracted factors, centile norms, and reliability data are reported. (Author/JKS)

The validity of Holland's vocational personality types and their relationship to value dimensions were examined in light of Holland's theory of vocational choice. The results generally supported Holland's postulated personality typologies and value dimensions. (Author/JKS)

The resistance of the Personal Orientation Inventory to deliberate attempts to fake in a positive direction was investigated for samples of Spanish- speaking Nicaraguan students and industrial workers. Results were consistent with findings from American samples, particularly the consistently lower existentiality scores. (Author/JKS)

Reliability and validity data are presented for three orthogonal measures of temperament: trait-pleasure, trait-arousal, and trait-dominance. Reliability coefficients for the three scales were .91, .60, and .84, respectively. Intercorrelations among the three scales were insignificant and low. (Author/JKS)

For a sample of 270 students who sought on their own initiative counseling on academic, career, vocational, and personal matters at a university counseling and testing center, intercorrelations of their responses to 20 statements on the Evaluation of Counselors Scale were factor-analyzed. Tables of results are presented and discussed. (Author/JKS)

Five category scores of word usage frequency were generated from responses on the Rotter Incomplete Sentences Blanks for 61 college freshmen. These scores were then used to predict asocial behavior of the freshman. (Author/JKS)

The validity of the Rational Behavior Inventory was investigated by examining its relationship with four other measures of personality in addition to class standing and age. Results supported the validity of the measure. (JKS)

The development of the Arizona Course/Instructor Evaluation Questionnaire is described. Related research is presented demonstrating the reliability and validity of the Arizona Course/Instructor Evaluation Questionnaire. (Author/JKS)

The development and implementation in a psychology department of a set of student rating-of-instruction items was discussed. The results of item descriptive statistics, correlational, and principal component analysis supported the construct validity of the items. (Author)

The responses from 212 college students in an educational psychology course to the Inventory of Student Perception of Instruction and the Instructional Improvement Questionnaire were factor analyzed and related to three measures of course achievement. All three measures correlated significantly with each of the six factors drawn from each questionnaire. (JKS)

Three multiple-abilities batteries--the Comprehensive Ability Battery, Differential Aptitude Tests, and General Aptitude Test Battery--are briefly discussed, and results of a study involving cross-correlations of the tests in these batteries are presented. (Author/JKS)

Comparative validity data for the Career Ability Placement Survey and the General Aptitude Test Battery relative to predicting course marks are presented for a sample of ninth grade students. The pattern of correlations between school grades and conceptually similar tests in the two measures was highly similar. (Author/JKS)

The validity of the Scholastic Aptitude Test of the National Organization for Education Evaluation of the Iranian Ministry of Sciences and Higher Education was examined in relation to the prediction of success of 406 college sophomores in Iran. (Author/JKS)

An investigation of the correlations between scores on subtests of the National League for Nursing Achievement Tests and scores on the corresponding sections of the Ohio State Board Licensure Examinations revealed significant relationships on all five of the content-similar subtests. (Author/JKS)

Items constructed like those of Mednick's Remote Associates Test (RAT) fall into distinct categories, which are shown to interact significantly with subjects and with subject groups determined on the basis of performance. Some doubts are cast on the validity of the RAT. A similar 16-item test is included. (Author/JKS)

The standard growth expectations for various levels and categories of the Quarterly Profile Examination were reported in this study as an approach to assessing edumetric validity. The results demonstrated the usefulness of computing standard growth expectations for tests used in the measurement of within-individual growth. (Author/JKS)

The California State University and Colleges English Placement Test was designed to provide information about the reading and writing skills of newly admitted college students. The validity of this measure is examined. (Author/JKS)

The empirical validity of Ertl's brain wave analyzer was investigated by the known contrasted groups method. Thirty-two academically talented and 16 academically handicapped were compared on four Primary Mental Abilities tests, two Sequential Tests of Educational Progress measures, and seven Brain Wave Analyzer measures. (Author/JKS)

The invariance of results from magnitude estimation and pair comparison treatment of complete ranks scaling procedures is examined. Whether or not roughly interval measurement is achieved by these methods is also explored. Implications for the validity of measurement are briefly discussed. (Author/JKS)

An instrument for identifying disturbed and normal third to fifth grade children was evaluated. The instrument employs verb choices in a forced-choice sentence-completion format. A cross-validation procedure established high percentages of correct classifications. (Author/JKS)

Two multiple choice forms of two cloze reading tests were developed from responses to the cloze forms by college undergraduates. These tests were investigated using the original keys, empirical keys, and option weighted keys. Reliability and validity data are reported. (Author/JKS)