Data obtained from previously published reports of factor analyses concerning aptitudes were re-analyzed using Guilford's structure of intellect model as a theoretical basis for the re-analysis. Results provide support for the model and for its oblique nature. (Author/JKS)

Describes the Career Development Inventory, Form III, which provides data on its content, reliability, factor structure, and validity. Uses of the CDI in evaluation studies, in surveys for planning career education, and in individual and group counseling are discussed. (Author)

Regions of significance in aptitude-by-treatment-interaction studies are examined by the traditional statistical approach and an alternative approach which integrates: (1) testing for the parallelism of two or more regression lines; (2) testing for their identity; and (3) Scheffe's theorem. (Author/RL)

The article (Part 2 of a series) discusses the Auditory Attention Span for Unrelated Words and the Visual Attention Span for Objects subtests of the Detroit Tests of Learning Aptitude. Skills measured and related factors influencing performance are among aspects considered. Suggestions for remediating deficits and capitalizing on strengths are…

Rebuts articles asserting that the steep decline in school test scores has been stopped. (IRT)

Aptitude-treatment interaction (ATI) studies that used handicapped students as subjects were reviewed to determine the validity of the ATI concept. Since only four of the studies resulted in significant disordinal aptitude-treatment interactions, it was concluded that the ATI concept is nonvalidated. Areas for further research are discussed.…

Describes an aptitude treatment interaction (ATI) hypothesis used to investigate relationships among aptitudes and science instructional treatments in terms of student performance. It is proposed that ATI research work in science education will systematically yield reliable generalizations about how to adapt instruction to individuals with…

This study investigated the understanding of and reasoning about geometry of 120 mathematically talented students in the sixth through eight grades prior to taking a course in geometry. Results found that, although the students were able to deduce meaning from context, they lacked understanding of basic definitions, concepts, and properties.…

Examined the conversational patterns of older children with their younger siblings. Findings reveal that the siblings of disabled children appeared to be less conversationally sensitive with their brothers and sisters than the siblings of nondisabled children. (34 references) (Author/CK)

Examined the existence of preschoolers' assumption of one-proper-name-to-one-individual in their word learning. Subjects were 90 4-year olds. Found that children were likely to interpret a word as a proper name if it was applied to one instead of two objects. However, children overrode this default assumption if sufficient contextual information…

Suggests ways to analyze and modify typical classroom tests that are objective, easy to implement, and in accordance with the types of changes and recommendations being discussed to improve assessment. Sections include Criteria for Analyzing Classroom Tests; Modifying Test Items; Needed Steps; Cautions; and Conclusions. Uses actual classroom test…

The math performance of 30 18-20 year olds and 37 adult students studying elementary education was compared. Older students did slightly better; adults without math background or who had previous negative math experiences did very well; and those who did well were not likely to choose math as a primary subject. (SK)

Uses panel members (1,502 seniors) of the 1988 National Education Longitudinal Study to identify variables that produce high mathematics achievement. Finds, among other things, that the best predictor of student mathematics achievement is prior ability--regardless of race, gender, or from intact or nonintact households. (Contains 85 references.)…

Argues that use of intelligence as an aptitude benchmark in the definition of dyslexia conceals illogical assumptions about the concept of potential. Concludes that the validity of a severe discrepancy between aptitude and achievement as the defining feature of dyslexia has yet to be established sufficiently to justify differential educational…

Results of a study to examine the degree to which accounting aptitudes and selected Structure-of-Intellect (SI) abilities were predictive of student achievement for deaf accounting and office technologies students in a college accounting course. The SI Operations Sequence and Remembered Relations Tests and the American Institute of Certified…