Presents interviews with several faculty concerning the effects of an open admissions policy to CCNY. (AL)

In comparing regular matriculents with disadvantaged students, the groups did not differ in degree of motivation but regulars were concerned with social evaluation and disadvantaged students with self-worth. High school averages, Otis I.Q., study habits, and reality of aspiration level were the best predictors of successful college performance.…

Based on this study, the relationship between competency in the application of shorthand theory and achievement in shorthand dictation becomes increasingly evident as the time-interval between dictation and transcription increases. (CH)

Revision of a paper presented at the Annual Meeting of the Pacific Sociological Association, San Francisco, March, 1968. This study, of who intends and who obtains postgraduate education, indicates that for men, high academic ability was the primary factor in determining postgraduate education; for women, a late marriage, low socioeconomic status…

Argues that college application forms do not provide enough information to make any judgments as to whether an applicant has any aptitude for work in a British university. (HOD)

One hundred eighty college-level psychology students were asked to rank order 11 activities as to their preference for these activities to be conducted in small discussion groups. All four academic levels preferred discussions over material covered in the text and in lecture, followed by demonstrations of lecture material. (RM)

Kelley's cube model of causal inferences was investigated by relating high and low students' attributions to reported affect and expectations. Low and high scoring students clustered in different cells of the cube. Predictions concerning estimates of distinctiveness, consistency, and consensus and their relation to affect and expectations were…

Testing of 4,899 freshmen in the Massachusetts State College System using the system's domain-referenced Mathematics Placement Test suggests that male/female differences in mathematical ability have been exaggerated. (WD)

While conceptualizations of learning disabilities vary between brain deficit and brain difference, teachers, counselors, and clinicians should consider the degree and nature of the match that exists between the child's abilities and both the classroom methods and materials. (Author)

A study to determine whether a relationship exists between a seventh grader's performance on a simulation game and on an academic ability test suggests that measures of game performance ability may differ from measures of academic ability in three ways. (LLS)

Research findings suggest that cheating is situationally specific. Subjects cheat more under low risk than under high risk conditions. Cheating does not appear to be related to academic ability. (CJ)

Questions whether higher achieving students complete an achievement test faster than lower achievers, reviews relevant research, and poses various hypotheses regarding test completion and achievement. Findings indicated that perhaps there is a tendency for better students to finish early on tests but that the correlation between test score and…

Examined level and stability of global and domain-specific self-concepts in adolescents aged 11-20. Six of self-concept domains were stable over time. In remaining three domains, there was significant increase in perceived competency. Growth curve modeling highlighted individual differences in level and change in self-concept for each of the…

Reports the results of an intervention program for students with difficulties learning mathematics. Compared two kinds of math intervention, guided versus structured instruction, to regular math instruction for students from regular and special education aged seven to thirteen and concludes that both forms of intervention were effective for low…