This article describes a performance test designed by the author that measures the student's ability in the completion of a mechanical task and seriously questions the validity of written interest and aptitude tests. (HMV)

Examines the research methods used in creating the National Association of Secondary School Principals volume "Guidelines for Improving SAT Scores." (IRT)

The scores of 537 14-year-old students in Nigeria on the Raven Progressive Matrices were correlated with their scores on an achievement test, to provide an estimate of the predictive validity of the Raven. Results indicated low validity for this usage. (Author/JKS)

This study investigated sex differences on the Wechsler Intelligence Scale for Children-Revised (WISC-R) subtests for retarded males and females who were matched in terms of WISC-R Full Scale IQ's. Sample consisted of 126 children. Evidence from the investigation indicated that a significant interaction effect existed between sex and subtest…

Various hypotheses and opinions relating to cognitive differences between males and females are reviewed. It is shown that the largest sources of cognitive differences between the sexes can be traced to courses of study and other aspects of relevant experience based on outmoded sex role stereotypes. (Author/GC)

This study continues the search for meaningful relationships between counselor trainee characteristics and effectiveness. Self-disclosure, dogmatism, locus of control, Machiavellianism, academic aptitude, and sex of counselor trainees were investigated for relationships to effectiveness during practicum or internship. (Author)

Undergraduate males of different achievement orientations received either no feedback or success feedback on six tasks. On later tasks, success feedback had: (1) no effect on learning easy tasks; (2) positive effects on learning difficult tasks for high achievement orientation subjects; and (3) negative effects with low achievement orientation…

In a study of declining college entrance examination scores, it was found that student-related factors, such as academic courses taken, were more closely related to test scores than school-related or family structure factors. (ED.)

A new multiple abilities battery, the Comprehensive Ability Battery, is described, and the results of five criterion-related validity studies using eleven tests of the battery are reported. (Author/JKS)

Presents biographical sketches of four handicapped individuals whose participation in vocational training programs has fostered active and successful careers. (BM)

Presents some principles and techniques to help vocational instructors in working with handicapped students in both classroom and lab, including special techniques for different kinds of handicaps. Special education teachers and consultants are suggested as offering valuable assistance. (MF)

Compares various item option scoring methods with respect to coefficient alpha and a concurrent validity coefficient. Scoring methods compared were: formula scoring, a priori scoring, empirical scoring with an internal criterion, and two modifications of formula scoring. The empirically determined scoring system is seen as superior. (RC)

This paper is concerned with the norm-referenced, standardized achievement, aptitude, and intelligence tests that are being administered to elementary and secondary school children in our schools today. Why do school systems continue the use of standardized tests despite all the abuse being heaped on the practice? (Author)

The study assessed Holland's theoretical signs of consistency and differentiation as measures of academic aptitude and achievement. Findings show significant differences on SAT scores for the sign of differentiation, none for GPA over a four year college period, and none on SAT or GPA for the sign of consistency. (Author)

A study which presents evidence against the relevance of age and innate linguistic talent as significant variables in language learning. Arguments are given favoring the significance of psychological and sociological factors. A special talent for language learning probably exists; new research is needed to explore what it comprises. (AMH)