Contends that one basic limitation of measurement techniques is that tests cannot measure unique characteristics, but only traits common to many people. Discusses limitations regarding intelligence, interest, and personality tests and concludes that test scores give us clues to be followed rather than definite measurements. (LLL)

Comments on an article in a previous issue of this journal (v9 n3 1972). (CJ)

The EA:es index (part of the Comprehensive Rorschach System) is discussed, demonstrating how conceptual difficulties and abstract jargon can result in misleading and contradictory inferences. The comments of J. E. Exner, Jr., and the response of J. H. Kleiger concern the importance of theory in Rorschach interpretation. (SLD)

Responds to an article questioning the construct validity of the Beck Hopelessness Scale. Suggests that social desirability should not be invoked as a potential confound unless the obtained covariation is theoretically inconsistent or is so overlapping as to make the respective scales redundant with respect to factorial content. (Author/RC)

States that the correlation between social desirability (SD) and hopelessness is open to several interpretations, but, in the absence of further data, concern for false-negative rates dictates caution in interpreting hopelessness scores when assessing suicidal behavior. Presents data on the relationship of SD, hopelessness, and prediction of…

Suggests that when MMPI responses are secured from black samples and interpreted according to traditional actuarial or code book descriptions the questionnaire is capable of working against the welfare of man. (Author/AM)

Reports a study which investigated the influence of the variables of race (examiner and child race) and expectancy (high and low expectancy) upon the scoring of individual IQ tests. (Author/JM)

This article criticizes the generally held assumption that psychological test scores are trait measures. Reasons for the continuing belief in this fallacy, as well as the social consequences of its general acceptance, are discussed. Suggestions for avoiding the test-trait fallacy are made. (EB)

This paper focuses on challenges to psychologists and psychology graduate students who are blind or visually impaired in the administration and scoring of various psychological tests. Organized by specific tests, the paper highlights those aspects of testing which pose particular difficulty to testers with visual impairments and also describes…

Several areas of controversy between Soviet pyschologists and their Western colleagues concerning the usefulness of tests for measurement of mental ability are noted in this article. The author outlines test procedures suggested by Russian psychologist, Lev Vygotsky. (SM)

This research discusses the dilemma of who should use educational and psychological tests. It is suggested that educational and social institutions moniter the use of testing in their areas. Public awareness of testing is increasing and critical. (MFD)

The paper reviews WISC/WISC-R comparison studies which have been conducted with a wide variety of samples. Caution is advised in the interpretation of a WISC/WISC-R difference, as a discrepancy of one SD may not be meaningful. (Author)

This paper discusses the impact of emerging developmental skills on preschoolers' test performance in reference to preoperational thinking, behavioral controls, and language skills. It is emphasized that some behaviors that occur during the preschool period may suggest pathology when observed in older children but are normal for preschoolers. A…

The standardized IQ tests which are in use in the schools are scientifically and pedagogically without merit. The construct "intelligence" is a hypothetical notion whose valid expression has yet to be born. IQ tests and the construct of intelligence can be discarded at present, and teaching strategies would be unaffected. To successful teachers…