The confirmation of the Holland hexagonal model in a Spanish-speaking sample suggests that results of earlier factor analytic studies of vocational interests are applicable to Spanish-speaking young persons. Counselors must provide their Spanish-speaking clients with intensive information resources. (Author)

Significant correlations were found between risk group designation and achievement performance. Findings support the predictive validity of screening procedures for group test performance through grade four. Sutdents perform consistently at the same level year to year in a regular class instructional program. (Author)

Results of statistical analyses suggest that high lie-scorers respond honestly, and that the Lie Scale for the Eysenck Personality Inventory may reflect a personality dimension of interest rather than an extraneous and undesirable factor to be eliminated. (Author)

Comments on the strengths and weaknesses of the reading portions of the California Achievement Tests. (JT)

Two multitrait-multimethod studies were conducted to investigate the effects of two scoring formulas. The study demonstrates that tests of divergent thinking lack discriminant validity when scored in the usual manner. A percentage formula did enhance discriminant validity when originality ratings were subjectively determined. (Author/CTM)

A sample of 48 American Olympic contenders was compared with a sample of 63 undergraduate education majors with respect to scores on Cattell's Sixteen Personality Factor Questionnaire and on three other scales. The athletes appeared to be more dominant, suspicious, self-sufficient, tense, and less sensitive. (CTM)

Both the latency and errors dimensions of the Matching Familiar Figures Test (MFF) proved to have comparatively little association with social status; age and intelligence demonstrated much stronger correlations with sociometric scores. (Author)

Results confirm previous findings that the revised State University of New York at Stony Brook observation code is a valid instrument for quantifying and discriminating the classroom behavior of children referred because of hyperactive behavior. (Author)

Psychometric properties of Zuckerman's Sensation Seeking Scale were examined. Evidence supported the theoretical notion of an individual difference variable in arousal-seeking. Other evidence, however, suggested that measurement problems continue to hamper research: the total score was moderately reliable, but the subscales were only marginally…

Although the cloze procedure was shown to be satisfactorily reliable with deaf Ss, cloze scores did not relate to the predicted passage difficulty; therefore, the validity of the cloze procedure as a readability measure was not confirmed. (Author/DLS)

Forty trainable mentally retarded students were concurrently administered the Stanford Scale and the Wide Range Achievement Test (WRAT). WRAT reading, spelling and arithmetic subtests were regressed on Stanford intelligence quotients. Predictions were statistically valid. Derived regression equations are reported. (Author/CP)

Valid measures of achievement need must consider both specific discipline and motivational factors within each discipline. Four factors influence a student's achievement need: self-concept of ability, attitudes toward teachers, teacher expectations, and future value of courses. (CP)

It is concluded, among other things, that although GIFT criterion related validity is modest, it predicts creativity about as well as other more complicated instruments, and its reliability is much better than teacher ratings or nominations; and that it also appears to have international and cross cultural face validity. (DLS)

Ratings of student performance for two essay questions rendered by professors of English and by professors in other disciplines were compared for reliability and concurrent validity. It was concluded that the reliability and validity of the ratings of the two groups were nearly comparable. (Author/BW)

Structure and construct validity of the California Preschool Social Competency Scale was investigated. Five factors were interpreted: considerateness; extraversion; task orientation; verbal facility; and response to the unfamiliar. The first three were found to be similar to the three dimensions of the Classroom Behavior Inventory. (Author/BW)