Statistical bias in measurement and ethnic-group bias in testing are discussed, reviewing predictive and construct validity studies. Item bias is reconceptualized to include distance of item content from respondent's experience. Differing values of mean and standard deviation for bias parameter are analyzed in a simulation. References are…

Test validity, coaching, the college admissions process, and achievement tests are discussed by the director of the Iowa Testing Programs. Data published on the SAT are examined. It is suggested that systematic instruction in problem-solving skills may improve not only test performance but also skills the test is designed to assess. (Author/MLW)

The described program encourages high school students and teachers to come to a campus offering engineering and technology programs. During the one-day visit students compete in engineering aptitude tests and engage in career counseling activities. (RE)

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

Analysis of the Scholastic Aptitude Test scores of 640 gifted adolescents indicated that, of the 169 students who had taken the test more than once, average test-retest score gains were large (90 points on math and 70 points on verbal subtests) with most gains in initially weaker areas. (Author/DB)

First- and higher-order factor analyses are explained from a conceptual rather than a mathematical perspective. A case is made for performing higher-order factor analysis when factors are theoretically related. Actual scores of 301 children on 24 ability measures are used to demonstrate interpretation of second-order factors using the FORTRAN…

Children who attend nursery school show no more academic aptitude than those who don't. (AN)

Aptitude was found to be a significant determinant of level of performance for computer keyboard instruction. (CH)

The ability of young children to learn music is commonly underestimated. There is a large amount of research and empirical evidence which indicates that (1) early childhood is the most critical period for learning fundamental concepts and skills in music and (2) children's potential for musical growth declines with age. (Author/NQ)

A report is given on results of tests conducted to determine whether there is a negative relationship between a dogmatic mind and high cognitive ability. The relationship of age and education to dogmatism is also examined. (JD)