This study examined the predictive validity of the 18 scales of the California Psychological Inventory and two scales of the Opinion Scale relative to success criteria in graduate school as measured by grades in individual courses, performance on the master's comprehensive examinations and graduate grade-point average. (Author/CTM)

In a study of elementary students, the relationship between the Matching Familiar Figures (MFF) and social and emotional adjustment were higher than correlations between MFF and achievement. Suggests MFF performance is related more to adjustment than achievement. Latency in MFF scores did not predict achievement or adjustment. (Author/JAC)

Computer-based Monte Carlo methods compared the predictive accuracy upon replication of regression of five complete and four incomplete factor score estimation methods. Prediction on incomplete factor scores showed better double cross-validated prediction accuracy than on complete scores. The unique unit-weighted factor score was superior among…

A study to find valid indicators of the long-run effects of Comprehensive Employment and Training Act of 1973 (CETA) manpower programs that would meet prime sponsors' needs for short-term feedback indicated that the proxies being used were not strongly correlated with success in CETA programs. (MF)

For a sample of masters in education students, a moderate correlation was found between Graduate Record Examinations aptitude test scores and graduate grade point average. Results are discussed and conclusions are drawn. (JKS)

The validity of the College Board Scholastic Aptitude Test (SAT) Verbal and Math scores as predictors of college freshmen's grade point average was examined on a sample of college freshmen and then cross-validated on a separate sample of freshmen law and justice students. Correlations were low to moderate. (JKS)

Presents results of an investigation into the test-retest reliability of the short form of the Modern Language Aptitude Test, with Canadian samples. (AM)

Compares the Bond and Tinker, and the Harris reading expectancy formulas, using 113 fourth, fifth, and sixth graders. Finds that the use of both formulas is desirable in clinical situations, but that the Harris formula is preferable if gains on standardized tests are the only criteria of success. (RL)

Argues that tests have always been used as a means of political and social control. Maintains that test results are unreliable, especially at the extremes, that their predictive power is weak and that language testers need to be skeptical and need to insist on complete information on candidates' backgrounds for selection decision making. (10…

Analysis of first-year roommate pairs found that versions of the Roommate Compatibility Questionnaire better predicted roommate conflict than did the Myers-Briggs Type Indicator. Discrepancies between perception of a roommate and descriptions of an ideal roommate predicted the most variance on a measure of roommate conflict. Discusses…

Describes features and benefits of the person-centered approach to studying personality, identifies unanswered questions, and suggests research directions. Benefits noted include focus on intraindividual structure, descriptive efficiency, use of types as moderator variables, predictive validity, and conceptual clarity and intuitive appeal.…

Examines the CDI-WORDS Short Form vocabulary checklist as an index of language production. The study focuses on the associations between this short form and directly observed measures of lexical production; the associations between short-form checklists administered at different ages; the predictive associations between short form scores and…

Examines the relationship among seven dimensions of self-concept and achievement in 563 African American fourth, fifth, and sixth graders. Especially concerned with relative predictability of the self-concept scales. After controlling for socioeconomic status, social self-concept accounted for a significant amount of variability in achievement…

To identify classroom behaviors that differentiate primary-level students with learning disabilities (LD) from their nondisabled peers, two scales of 83 items each were devised and piloted. Two subscales and 18 individual items were found to discriminate students later classified as LD and those referred but not subsequently classified as LD.…