Timed and untimed scoring methods were employed with five WAIS subtests administered to 40 young and 40 old subjects matched for verbal intelligence. Elimination of bonuses for rapid performance differentially improved the scores of older subjects but did not raise those scores to levels achieved by the young. (Author)

TEN TABLES, EACH WITH SEVERAL SUBDIVISIONS, WERE USED TO PRESENT THE VALUES OF "T" REPRESENTING THE DIFFERENCES BETWEEN MEANS FOR JUNIOR AND SENIOR KINDERGARTEN GROUPS (1) IN MATCH 1, (2) IN MATCH 2, (3) IN MATCH 1, ISOLATED FOR LANGUAGE, (4) IN MATCH 2, ISOLATED FOR LANGUAGE, (5) IN MATCH 1, ISOLATED FOR FATHERS' EDUCATIONS, (6) IN…

To explain the discrepancy between median scores on the 1976 administration of the California Achievement Tests (CAT) and the Sequential Tests of Educational Progress (STEP) in the Austin Independent School District (AISD), ten technical variables typical of achievement tests were considered as explanations. (1) The STEP may measure different…

This research examined student demographic (gender, ethnicity, grades, and previous home economics experience) and geographic (rural/urban school locale and individual school) factors that may be related to performance on a statewide New Mexico achievement test under development in the home economics subject matter area of consumer education and…

To determine if a relationship can be found between school size and academic achievement, a study examined correlations for 566 New Mexico public schools (grades 5, 8, and 11) from 1978 to 1981. The measure of academic achievement used was the schools' average "total scale score" on the Comprehensive Tests of Basic Skills. The two…