Reports the results of a study in which two groups of university students completed the Attitude toward Disabled Persons scale. Results indicate that scores were affected significantly between the groups when participants were exposed to disabled as opposed to able-bodied experimenters. (Author)

The author cautions against the widespread overuse of tests which could lead to typecasting and limiting students rather than teaching them. He lists both effective and ineffective uses of tests. (KC)

Applies the basic principle of performance to taking tests, poses some alternative views of test performance, and provides some general guidelines that will facilitate improved test-taking. (Author/CM)

Presented for 64 subjects a replication of the Family Environment Scale's maximum likelihood factor structure for which the two-factor, Varimax-rotated solution was found to be stable when the correlations among the subscales were corrected for the effects of social desirability response bias. (Author)

Analyzes alternative cloze forms derived from selected deletion strategies, scoring procedures, and blank conditions for respective effects on the cloze test performance of college-level readers. (HOD)

Development of an information processing model provided concepts for analyzing test anxiety. Results implied that worry reported by high test-anxious students is due to inadequate knowledge of subject matter rather than a personality characteristic. Programs emphasizing learning strategies and coping techniques are urged. (CE)

The state of research on intelligence is reviewed in an editorial. The author notes conceptual, measurement, and data analysis problems. Suggestions as to how research on intelligence can be improved are provided. (RD)

Evaluations of experimental interventions which employ self-report measures are subject to contamination known as response-shift bias. Response-shift effects may be attenuated by substituting retrospective pretest ratings for the traditional self-report pretest ratings. This study indicated that the retrospective rating more accurately reflected…

Three of Guilford's tests of divergent thinking were scored for ideational fluency and originality. The originality scores were reliable, but when the effects of ideational fluency were partialed out of the originality scores, all reliabilities showed substantial decrements; interest correlations dropped to zero or showed a substantial decrement.…

These studies indicated preschool children show a high degree of variability when responding to the same test questions within short time intervals. In two studies, children were inconsistent in responding. In a third, one-third of the children responded inconsistently. Studies with standardized test items revealed inconsistency among most…

Identified groups with high and low levels of mistrust of Whites. Half of the participants in each group were then administered the WAIS by a white examiner. The remaining were tested by a Black examiner. The Black examiner-high mistrust group scored significantly higher than the White examiner-high mistrust group. (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)

Sattler's standard deviation technique for interpreting strengths and weaknesses on the Stanford-Binet Intelligence Scale has been simplified by Kaufman and Waterstreet in the form of an easy-to-use table. A refinement of their table is presented, with an example to demonstrate its use. (Author/CTM)

Undergraduate students in a college of education were administered the Minnesota Teacher Attitude Inventory under one of three conditions. Those given negative information about the inventory scored significantly higher than those given no information. Those given positive information were intermediate. (CTM)

Discussed are five aspects of testing the oral language production of young native speakers of English, the validity of such testing, the relationship of tests to everyday speech activities, and the irrelevance of models drawn from foreign language testing. (Author/KC)