Results are reported from an investigation of the predictive power of three interviewer social status and five personality factors in a multiple regression analysis with four interviewer performance criteria. Personality factors are found to be more predictive of performance than social status. Clearly, one can improve the probability of hiring…

Three third-grade, three sixth-grade, and three adult female examiners tested 108 kindergarten and third-grade girls, half of whom were familiar to them, on three individually administered measures. No differences in performance on any measure as a function of familiarity were found at either grade level. No differences by examiners of different…

A total of 193 basically healthy working-class and middle-class mothers and their infants participated in a four-year longitudinal study. The study focused on the relative potency of several clusters of variables for predicting intellectual and language outcomes during the preschool years. (Author/RH)

Investigated the test performance of learning disabled and emotionally impaired children to aid in identification and differentiation of the two groups. A cut off score on the WISC-R, WRAT, and MPD was established that significantly separated the groups. The best predictors of achievement varied for the two groups. (JAC)

Critically evaluates the literature through 1977 on the Goodenough-Harris Drawing Test. Areas reviewed are administration and standardization of the man and woman scales, test ceiling, sex differences, the Quality scale, reliability, criterion validity, validity with measures of academic achievement, cultural variables, and use with the learning…

Questioned whether performance on a measure of learning potential could be significantly enhanced by training, using a group of 60 children. Results showed training enhanced performance on the Raven Progressive Matrices but did not compensate for initial differences between educable mentally retarded and non-EMR students. (Author/JAC)

Using data on 1,438 Reykjavik children, this paper analyzes the influence of social origins, family characteristics, and IQ on scholastic performance in sixth, eighth, and ninth grades. Although IQ is the best single predictor of scholastic performance, both social structural and social psychological antecedents proved important. (Author/SJL)

Associations among children's beliefs about intelligence and effort, goal orientations, self-reported learning strategies, and academic achievement were studied with 319 children in grades 3 through 6. Results revealed a coherent set of beliefs about intelligence and academic performance, and that beliefs are powerful predictors of achievement…

In a study of 86 individuals with mental retardation, participants were asked to identify the appropriate facial expression or word that corresponded to the emotional response in a vignette. Results indicated that age correlated negatively with choosing the right word or picture. IQ was a significant predictor of performance. (CR)

The relationships among intelligence, field dependence, sex role, and mathematics background and achievement were examined in a study involving 287 college students. Number of math courses taken and intelligence were the best predictors of math achievement, although other variables also influenced achievement. (TJH)

Mothers provided personality assessments of 350 ethnically diverse 12- and 13-year-old boys using the California Child Q-set procedure to allow the development of scales to measure 5 personality dimensions: extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience. The resulting nomological network related these…

Assessed prenatal maternal variables (cognitive readiness, personal adjustment, intelligence, social supports) in pregnant adolescents, and additional variables when infants were 6 months old (perceived child characteristics, parenting). Used structural modeling to identify paths to parenting skill and style. Found that maternal intelligence and…

A 20-year follow-up study of 41 individuals with learning disabilities investigated changes in independent variables and dependent variables and compared successful and unsuccessful individuals. Self-awareness, perseverance, proactivity, emotional stability, goal setting, and social support systems predicted success better than IQ or achievement.…

A study investigated variables that differentiated 75 successful and 76 unsuccessful students (ages 6-16) with serious emotional disturbances (SED). Four variables emerged as significant predictors of the unsuccessful outcome group: increasing enrollment age, presence of conduct or opposition disorder, lower verbal IQ, and absence of depressive or…

A meta-analysis of 267 studies conducted between 1950-1980 found that auditory and visual perceptual skills can successfully increase the accuracy of predicting reading achievement, but the magnitude of increases in predictive accuracy was contingent upon the combination of variables studied and was significantly reduced if an IQ score was known.…