Provides an overview of the approach of Richard E. Snow to the concept of aptitude and multidimensional validity and summarizes the studies in this special issue. Overall, studies confirmed the multidimensional structure of science achievement scores, the validity of some key motivational constructs for predicting achievement, and other ideas…

Discusses the long-term estrangement of psychology and educational testing, a breach that occurred as a result of differences in the goals of experimental psychologists and correlational psychologists who studied the measurement of aptitude and ability. Discusses the development of a new field merging modern knowledge of cognition and learning and…

Examined the role of affect and conation in the science test performance of 491 high school students. Results show differential patterns of correlations, varying with level of generality of affective and conative constructs and with different aspects of science achievement. Invokes theoretical frameworks to interpret the results. (SLD)

Studied between-group differences in test-related perceptions, engagement, and performance, and within-group predictors of science performance among groups of high school students with different motivation patterns. Results for 403 high school students are discussed in terms of R. Snow's (1994) theory of aptitude complexes and their relation to…

Describes some of the "big ideas" of Richard E. Snow about aptitude, person-situation transaction, and test validity. Also describes the design of a high school study undertaken to explore some of Snow's ideas further and introduces the articles of this special issue. (SLD)

In this study we examined the role of anxiety on novices' performance on the psychomotor task of rifle marksmanship. The stages-of-skill-development model suggests that aptitude influences performance while learning a skill; however, the model does not address the role of affect. Assessments for state anxiety and state worry were administered to…