A multiple-choice achievement test was constructed in which both cognitive level and degree of abstractness were controlled in test items. By controlling both dimensions, researchers hoped that the variance in achievement scores of earlier research could be accounted for. Results of testing education majors are discussed. (Author/MT)

Refutes Peter Mueser's criticisms of the author's position on formalistic research approaches. Restates that statistical significance is virtually useless. Claims mathematical economists take their intellectual positions from mathematics departments bringing irrelevant intellectual values into economics. (NL)