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When power tests include a time limit, it is important to assess the possibility of "speededness" for examinees. Research on differential speededness in the past has included looking at gender and ethnic subgroups in the United States on paper and pencil tests. The needs of a global audience necessitated, and the availability of computer recorded response time data enabled this investigation of differential speededness by native language. Data from a computerized adaptive test administered globally in English were used to compare different measures of time pressure and speed for 15 language groups compared with native-English-speaking examinees. Results indicated that examinees whose native language was Korean had issues with speededness when many of the metrics were considered, but when ability was controlled, there were no relevant differences for any of the languages compared to English. Future research should include independent measures of ability and English proficiency as well as any possible effects of speededness on predictive validity. (Contains 6 figures and 3 tables.)

Metacognition is a theoretical construct used to describe individuals' perceptions of their thinking processes and their own control over their thinking processes. This study examined the protocols of 78 undergraduates who responded to 3 questions from the Swanson Metacognitive Questionnaire: (1) What makes someone really smart? (2) How do children figure things out, like how to do something? and (3) Is there any reason why adults are smarter than children? Why? Two researchers examined the protocols independently and identified some themes. "Smartness" was largely described as having academic knowledge and common sense, with a genetic component. The dominant themes about children's intelligence were that they learn by observation, through asking questions, and by trial and error. Respondents indicated that adults had more life experiences and a larger knowledge base than children. These findings support suggestions in current psychological literature about differences in the thinking processes of children and adults. (Contains 3 tables and 11 references.) (Author/SLD)

The validity of Graduate Management Admission Test (GMAT) scores is examined by summarizing 273 studies conducted between 1997 and 2004. Each of the studies was conducted through the Validity Study Service of the test sponsor and contained identical variables and statistical methods. Validity coefficients from each of the studies were corrected for restriction of range on the predictors. The interquartile range of the validity coefficients for the combination of GMAT scores and undergraduate grades in predicting early graduate school performance was 0.45 to 0.63. Further examination of study findings showed that higher validity coefficients were observed for executive MBA programs compared to either full-time or part-time programs. There appeared to be no measurable differences in results for public versus private institutions. For programs not located at U.S. institutions, quantitative scores showed lower average validity coefficients compared to programs located in the United States. (Contains 4 tables.)