The tendency to extreme scores (TES) can affect sensitive indices, such as Cattell's coefficient of pattern similarity, so that a flat profile will, in general, be found more similar to a standard than will an extreme profile. TES is especially critical when profile matching is used in clinical diagnosis. (Author/BW)

Samples in research on individual and group differences may be selected based on whole scores which differ from the population mean. Children are diagnosed in clinical practice with a whole score. These procedures produce regression to the population mean which can affect accuracy and adequacy of part score interpretations. (Author/DWH)

The effects of repeaters (testees included in both administrations of two forms of a test) on the test equating process are examined. It is shown that repeaters do effect test equating and tend to lower the cutoff point for passing the test. (JKS)

Undergraduate students in a college of education were administered the Minnesota Teacher Attitude Inventory under one of three conditions. Those given negative information about the inventory scored significantly higher than those given no information. Those given positive information were intermediate. (CTM)

Effects of the number of individuals coacting while taking two standardized motor performance tests were examined. Increases in aptitude scores corresponding to increases in group size were predicted based upon the summation hypothesis of social facilitation theory. Results indicated a group size effect. (Author/BJG)

The factorial structure of the California Achievement Test subtests appears to consist of only one common factor in each grade. This study indicates that there is considerable overlap among the subtests and that there is minimal support for the use of subtest scores as measures of independent constructs. (Author/PN)

Alternate versions of Hutchinson's theory were compared, and one which implies the existence of partial knowledge was found to be better than one which implies that an appropriate measure of ability is obtained by applying the conventional correction for guessing. (Author/PN)

The ability of respondents to properly execute Thurstone scaling procedures as opposed to Likert scaling procedures was investigated in a sample of high school students. Results indicate difficulty among respondents using Thurstone-type instructions to resist giving Likert-type responses. (JKS)

The Raven Coloured Progressive Matrices and a Piagetian battery were administered to a sample of hearing-impaired elementary school children under six different conditions. Results indicated that scores varied as a function of the degree and type of feedback or elaboration. (JKS)

C. Davis and M. Cowles (1989) analyzed a total trait anxiety score on the Endler Multidimensional Anxiety Scales (EMAS)--a unidimensional construct that this multidimensional measure does not assess. Data are reanalyzed using the appropriate scoring procedure for the EMAS. Subjects included 145 undergraduates in 1 of 4 testing conditions. (SLD)

Test anxiety scores from a 15-item internally consistent instrument were correlated with performance on an aggregate science test administered to 171 fourth- and 187 eight-grade students subdivided by sex and race. The interpretation of data possibly suggest that test anxiety is operating differentially for black and white students. (Author/PN)