Meta-analytic techniques tested the effect on learning of the interaction of prior achievement with instructional support. This review of nine studies indicates that differences in prior achievement levels can be reduced through instructional treatment. Results support the use of meta-analyses for other investigations of aptitude-treatment…

Draws from validity generalization research to summarize evidence disputing theories that objective employment tests are either biased against minorities or lack utility. Argues that group differences in test scores do not result from deficiencies in tests, but in skills they measure. Suggests that measurement-based research does not provide…

Investigated relationship between loneliness (duration), self-esteem, and performance in academic assistance courses for high-risk students. Frequency and intensity of affects of loneliness correlated inversely with self-esteem. Self-esteem did not correlate with achievement (GPA) in courses. Frequency of affects of loneliness positively…

In a supplement to Sasaki's 1993 study, six of the same participants took different types of second-language proficiency (SLP) tests, a foreign language aptitude battery, and an intelligence test. Results revealed differences in information processing between the high and low SLP groups. (Contains 35 references.) (Author/LB)

Reports on a study of 142 college music theory students on the influence of musical aptitude, academic ability, music experience, and motivation on the development of aural skills. Finds that musical aptitude had the largest effect on performance and motivation for music did not affect aural skills performance. (CFR)

This study compared the effects of 2 preschool curricula (Direct Instruction and Mediated Learning) on language development of 107 children with delayed language. No main effect differences were found between programs. Higher performing students on the pretest benefited more from Direct Instruction and lower performing students gained more from…

To promote academic success for young adolescents, schools must meet the following developmental needs: (1) positive social interaction with adults and peers; (2) structure and clear limits; (3) competency and achievement; (4) creative expression; (5) physical activity; (6) meaningful participation in their families, schools, and communities; and…

Examines five themes in "Testing for Competence Rather than for "Intelligence" (D. C. McClelland, "American Psychologist," 1973), and reviews relevant literature. Despite wide acceptance of McClelland's views, other evidence that does not show that competency testing surpasses cognitive ability testing in predicting…

Describes a series of studies of fourth graders that investigated the cueing effectiveness of seven variables for use with visual information. Contrasting cueing strategies that were tested are described, cueing effects on average and below average learners are discussed, and tentative guidelines for instructional designers are suggested. (35…

Fourteen estimates were made of "g" (general cognitive ability) from the normative sample of a multiple-aptitude test battery with a weighted sample representing 25,409,193 men and women. The methods, which included principal components, unrotated principal factors, and hierarchical factor analysis, are equivalent for this test. (SLD)

This study of 100 children with mild and moderate disabilities and 24 normal children found no main effect differences between integrated and segregated groups in a special education preschool program. Aptitude-by-treatment analyses revealed that higher performing students gained more from integrated classes, whereas lower performing students…

The relationship of retest effects from pretest to posttest 2 to 4 weeks later was studied for 2,014 elementary school children (second through sixth graders) taking a battery of 26 multifactor aptitude tests--the Structure of Intellect Learning Abilities Test. Implications of score gains are discussed for age and gender groups. (SLD)

Draws on 20 years of experience as College Board staff member to discuss the traditional role of the Scholastic Aptitude Test (SAT), test bias, a new and emerging role for the SAT, and the SAT's interaction with other testing methods. (NB)

Analyzed the relative contributions of academic ability, music experience, and musical aptitude to predicting grades in college freshman music theory courses. Found that the best predictor of grades was the mathematics component of the Scholastic Aptitude Test (SAT). Data analysis revealed five factors that accounted for 78.6 percent of the…

Examines WAIS-R profiles of 194 college students diagnosed with learning disabilities (LD) to assess where they yield unique and interpretable profiles. Results show nearly 94% match profiles found in the WASI-R standardization sample. Also, shapes fail to explain a significant proportion of variation in student academic skills. (Author/JDM)