The evidence suggested that LD children, as a group, exhibit a characteristic WISC(-R) profile whereas few individual LD children actually conform to this pattern. It was concluded that WISC(-R) profiles may not be useful for differential diagnosis of LD students. (Author)

Focuses on the influence of examiners' level of experience and professional background on grades given in oral and written undergraduate examinations in psychology. Level of experience was found to have no significant effect. Clinical psychologists gave more laudabilis grades on oral exams and academic psychologists on essay exams. (JD)

Addresses problems in the interpretation of standardized reading test scores. Focuses on reading age (or reading grade) and demonstrates that converting test scores to a scale of reading ages is essentially meaningless and potentially dangerous. (AEA)

The Draw-a-Person Test was individually administered to 120 kindergartners (ages 4 to 7) in order to validate and expand R. Goldman and D. Warren's earlier work (1976) on the development of a rational scale for use as a kindergarten screening measure. (Author/PHR)

The generality of ability factor structure in adulthood and old age was investigated. Data were analyzed for 198 young individuals (15-32 years), 156 younger old individuals (53-68 years), and 156 older old individuals (69-91). Variables were nine tests marking three ability factors. (Author/CTM)

The common negative relationship between the Test Anxiety Scale for Children (TASC) and the Lie Scale for Children (LSC) was examined using previous data. Defensiveness (measured by the LSC) was more related to later test anxiety than anxiety was to defensiveness, indicating causal effects of defensiveness on anxiety. (Author/GDC)

Despite the controversy over standardized testing, a 1970 survey indicates that teachers still need and want to use tests as diagnostic tools. Because of problems and abuses, however, changes need to be made so that more accurate and useful information can be derived for educational purposes. (Author/GC)

Strong-Campbell Interest Inventory (SCII) results were studied for participants whose most relevant SCII occupational scale was a twin scale. Overall, the other-sex SCII twin scale was about as accurate a predictor as the same-sex scale. (Author)

Findings suggest that caution should be used in interpreting results of the Peabody Picture Vocabulary Test (PPVT) with preschool rural Black children. (Authors/CJ)

The extent of American literacy is examined and the concept of literacy defined. Literacy can be measured through responsible testing practices and can be improved through responsive public programs. Assessing abilities and correcting deficiencies are seen as priorities for the future. (Author/MLW)

Cognitive complexity has been offered as an alternative conceptualization of Fiedler's Least Preferred Coworker Scale (LPC). ANOVA tests for linear trend of the completed LPC scales of 287 airmen revealed that, contrary to current theorizing, low LPC is more closely related to cognitive complexity than is high LPC. (Author/JKS)

Navy enlisted personnel (N=60) were administered the Recall scale of the Kahn Intelligence Test (Experimental Form; KIT) and the Digit Span subtest of the Wechsler Adult Intelligence Scale (WAIS). Scores for the KIT tasks indicate a significant transfer of data to long-term memory. (Author)

To assess changes in visual-motor function with age, 20 visually impaired infants and toddlers were followed, longitudinally, with the Bayley Mental Scale of Infant Development (BMSID). The BMSID was seen to be an appropriate tool for evaluating such children and especially effective as part of a longitudinal process. (Author/DB)

Multilinear formula scoring (MFS) is reviewed, with emphasis on estimating option characteristic curves (OCSs). MFS was used to estimate OCSs for the arithmetic reasoning subtest of the Armed Services Vocational Aptitude Battery for 2,978 examinees. A second analysis obtained OCSs for simulated data. The use of MFS is discussed. (SLD)

Investigated perceptions of social support of 249 children of 6-12 years. Data indicated that subjective impressions about social support can be measured with reliability and validity and that children understand and care about the quality and differentiation of support. (RJC)