Based on a master's thesis (Klorman, 1967) submitted to the University of Wisconsin, and supported by National Institute of Mental Health grant 2 T1 MH-5363-18.

Subjects received self instruction on how to approach analogy questions. Instruction was directed toward knowledge of the general format of analogy questions in standarized tests and the 15 types of relationships commonly asked for in analogy questions. An analogies post-test showed a significant effect for the group. (Author)

The factors that influence the performance of undergraduate students in introductory biology courses were studied, considering cognitive, metacognitive, and behavioral factors. From 612 participants volunteering, 52 consistent high performers and 57 consistent low performers were selected. Information was collected on their study habits,…

This study investigated the effects of three aspects of language testing (test task, familiarity with an interviewer, and test method) on both tester and tested. Data were drawn from several previous studies by the researcher. Concerning test task, data were analyzed for the type of topic students wanted most to talk about or preferred not to talk…

The use of the Wechsler Intelligence Scale for Children, Third Edition (WISC-III) and its interpretation in educational use are discussed. To measure intelligence, Wechsler believed one must measure the various aptitudes that contribute to the total behavior of the individual. The WISC-III has six verbal subtests and seven performance subtests.…