Explains a model that exploratory research indicates would be of practical value as an aid in counseling students entering introductory computing. (Author/JM)

The extent to which college students performed differentially on 3 x 3 figural analogies administered under two elaborative testing conditions was investigated. Results indicated that subjects who demonstrated a preferred testing condition performed more effectively upon retesting than did a control group not displaying differential performance as…

A multivariate investigation of the dynamics of cumulative achievement studied the influence of course grades, personality traits, environmental variables, and previous performance. The latter was the best single predictor of performance. (CJ)

Presents a critical response to Bloom's thesis that all persons can learn if provided with appropriate prior and current conditions of learning. Unexamined assumptions regarding individual similarities are questioned. Logic supporting the thesis, practicality of the thesis, and unpursued implications are examined. (Author/DB)

The median correlation of Nelson-Denny scores with first unit examination and semester point total was 0.56. When standardized aptitude scores are not available, the Nelson-Denny would be a useful predictor of performance in an introductory psychology class. (Author/CP)

Traditional vocational aptitude tests attempt to match the counselee's responses to those of a large group of people in a certain occupation. Instead, person matching attempts to match the counselee's responses to those of individuals who are satisfied with their occupations. (BW)

The instability of aptitude-learning relations over time is examined. Four tenth grade classes were taught an imaginary science for four days. Achievement and aptitude measures were obtained. Results indicated aptitude-achievement instability over time, as exhibited in different aptitudes being required at different points during instruction.…

Tests of intelligence, music audiation, auditory conservation, and visual conservation were administered to two first-grade classes. Data revealed that auditory conservation isn't significantly related to visual conservation but is significantly related to music aptitude, to IQ, and to the interaction of music aptitude and IQ. Instructional…

The relationship between performance on selected subtests of the Detroit Test of Learning Aptitude (DTLA) and academic performance as measured by the Wide Range Achievement Test was analyzed for 65 learning disabled adolescents. (Author)

Measures of death anxiety, the Thrustone Interest Inventory, the A-B Scale, and the SAT and ACT aptitude tests, were taken among college students. The implications are discussed in terms of a theoretical five-component biosocial model and its relationship to death anxiety. (Author)

The major impediment to an understanding of human intelligence is the fragmented way it is studied. An orientation is suggested which integrates various aspects of the study of human intelligence. If this approach is adopted, intelligence tests will be an integral part of a systematic theory of knowledge acquisition. (Author/RD)

Included in the review are work samples; the Jewish Employment and Vocational Service Evaluation System; the Singer Evaluation System; the Testing, Orientation, and Work Evaluation in Rehabilitation System; and the Systematic Approach to Vocational Evaluation System. (Author)

To assess the assumption that IQ tests are equally valid within different social class categories, the article critically reviews major arguments offered by those who reject the assumption and presents regression analyses bearing on the construct validity of an IQ measure within different social class categories. (Author/DB)

This paper is concerned with testing hypotheses about main effects, simple effects, and interaction effects by means of analysis of variance. It presents alternative strategies for analyzing data sets for which a factorial model with two completely crossed, fixed factors is appropriate. (CTM)

Discusses the individualization of instruction as it relates to learner characteristics, instructional environment, instructional treatment, and their interaction. Practical considerations for learners, instructional treatments, and learning outcomes emanating from the literature on aptitude-treatment interaction are suggested. (RAO)