A factor analysis was conducted on Home Observation for Measurement of the Environment (HOME) item scores of low-income black and white urban mothers of infants 13 to 30 months of age to determine the extent to which the existing subscales were evident in this factor analysis.

This paper updates the concept of test validity. This new conception entails a set of 10 categories combined together in pairs: curriculum and instructional validity, statutory and forensic validity, media and journalistic validity, political and legislative validity, and partisan and activist validity. (Author/DWH)

Explored the relationship between the Peabody Picture Vocabulary Test-Revised (PPVT-R) and the Peabody Individual Achievement Test (PIAT) administered to a sample of 29 mentally retarded children. Findings indicated that the PPVT-R predicted achievement as measured by the PIAT only moderately; and that PPVT-R scores correlated with achievement…

There is more than one reasonable definition of test fairness and these definitions are in conflict; alternate formulations are discussed here. (JB)

Studies examine the validity of a desired control measure upon a survey of senior citizens to establish what contributes to their psychological adjustment. Desired control correlates with psychological adjustment, indicating that seniors who feel more in control of everyday events will be better adjusted. (Author)

The mean IQ on the Slosson Intelligence Test (SIT) was substantially higher than expected based on the earlier Peabody Picture Vocabulary Test (PPVT) scores. Sampling error and examiner error were excluded as explanations. Results suggest that the PPVT and SIT yield different scores and lack comparability. (Author)

The validity and reliability of the Peabody Picture Vocabulary Test was estimated with emotionally disturbed adolescents. Results indicated that the power of the test to predict future achievement of emotionally disturbed adolescents is comparable to that expected for normals. (Author)

The new scale was a better predictor of "avowed happiness" in both validation and cross-validation samples than the existing scales used for comparison. Moreover, the new scale's test-retest reliability was within an acceptable range for this type of scale. (Author)

The use of the regression equation derived from the Anglo-American sample to predict grades of Mexican-American students resulted in overprediction. An examination of the standardized regression weights revealed a significant difference in the weight given to the Scholastic Aptitude Test Mathematics Score. (Author/BB)

This study provides information about the cross-time stability of the Elementary Form of the Estes Attitude Scales and provides additional evidence for the criterion-related validity of these scales. To meet these objectives, children in grades three and four were administered the Estes scales for three successive years. (LMO)

Investigation into the most effective use of a kindergarten screening battery to predict second-grade reading and mathematics achievement found that a combination of 10 readiness subtests resulted in the same degree of accuracy as that obtained using the entire battery. However, neither version was accurate enough to be useful. (Author/CB)

Examined the utility of the aggregation method as a measure of behavioral consistency in 26 studies involving computer-generated, repeated-measurement data. Concluded that aggregation produces spuriously high estimates of behavioral consistency. The Spearman-Brown prophecy formula and coefficient alpha accurately predict the results of the…

Examined the reliability and predictive validity of the WISC-R with Navajo children (N=40). Internal consistency reliability estimates of WISC-R subtests as well as composites were found to be low for the Navajo subjects. The predictive validity of the WISC-R IQ scales was similarly found to be very low. (Author)

Reliability, factorial complexity, and predictive validity of the Test of Syntactic Abilities Screening Test were determined from the responses of mildly hearing impaired, severely hearing impaired, and profoundly deaf students. Results showed that the test was unifactorial. Use of the total score to discriminate among students is justified.…