Nongraded diagnostic progress tests, individualized remedial procedures, and criterion-referenced grading standards were utilized in an effort to help all students attain final course mastery. The strategy enabled 80percent of the students to attain final course mastery. (Author)

The present study found that 6-year-old children made fewer errors on a recognition test of visual memory than did 5-year-olds. Sex and IQ differences did not appear to be related significantly to the child's visual memory ability. (Author)

This monograph analyzes theoretical and methodological problems that may have prevented previous research from detecting retroactive inhibition with meaningful discourse and reports on two experiments based on the analysis. (Author/TA)

This study was designed to study the generality of a conclusion that psychotherapy leads to a significantly greater increase in variability of posttest outcome measures within treatment groups than within control groups. The results suggest that, most commonly, therapy and control situations have little effect on changing variability in outcome…

Results suggest, first, that the test anxiety scale, both the worry and the emotionality components, is stable over at least a ten week period and, secondly, that this stability is not disrupted by the situational input of variations and examinations stress. (Author)

Clinical findings indicated that relatively low Academic Achievement scale scores generally predicted changes of occupational planning toward business and other applied directions, whereas higher Academic Achievement scale scores were associated with changes toward more academic and scientific orientations. These regularities were modified for…

A scheme using the usual testing methods of most professors, but allowing students to discover their weak areas during the course without fear of low grades. (IR)

The personalbiserial index is a correlation which measures the relationship between the difficulty of the items in a test for the person, as evidenced by this passes and failures, and the difficulty of the items as evidenced by group-determined item difficulties. Reliability and predictive validity are studiesstudied. (Author/RF)

Worry was found to be more highly negatively related to examination grades than was Emotionality or pulse rate and worry was more highly negatively related to expectancy than was Emotionality. However, pulse rate was no more highly related to Emotionality than to Worry, suggesting that questionnaire and direct measures of autonomic arousal are…