Various experiments demonstrated that the difficulty level of several performance-type intelligence test tasks is determined directly by stimulus and task variables that vary the information to be processed. The implications of these findings for intelligence and the problems of an experimental approach to the measurement of intelligence are…

Results of the present and previous studies indicate the consistency of achieving improved performance through the low comparison level. (Author)

Reports on the relationship between organizational shape or structure (tall, medium, and flat) and job satisfaction, anxiety-stress, and performance. Indicates that salesmen in flat organizations perceive more autonomy and more satisfaction with respect to self-actualization, perceive lower amounts of anxiety-stress, and perform more efficiently.…

Based in part on a PhD dissertation (Irwin) submitted to the University of Pennsylvania.

Subjects answered multiple-choice questions at three points in time. They worked alone, then in units of 1, 2, 3, 5, and 7 persons, and again alone. Performance on the task was to provide the following information: (1) initial ability level of subjects; (2) the ability of groups of differing size and leadership to utilize their resources; and, (3)…

(Available from the American Psychological Association, Inc., 1200 Seventeenth Street, N.W., Washington, DC 20036; $6.00, single copy.) (Author)

This study was submitted in partial fulfillment of the requirements for the Ed.D. degree at the University of California, Berkeley.

This paper describes the major action points in the course of developing a test for training evaluation. The author gives a brief summary of the 14 action points he considers basic for a test developer: (1) obtain list of terminal objectives with skill and knowledge requirements; (2) determine criticality of objectives to military mission; (3)…

Compares the linguistic performance of the students in three grades exhibiting different levels of performance on five selected Piaget-type tasks, and identifies those tasks which differentiated significantly between the cognitive levels and the linguistic performance of the subjects. (Author/GA)

High school students (N=126) responded to questionnaire measures of chronic self-esteem (CSD), task-specific self-esteem (TSSE), and locus of control of reinforcements (L of C) varied in level of task difficulty (TD). The overall relationships of TSSE and L of C with TP were each moderated significantly by TD. (Author)