Provides some initial normative and validity data on the Social Avoidance and Distress (SAD) and the Fear of Negative Evaluation (FNE) scales for junior high school students (N=406). Findings indicated the level of social-evaluative anxiety does not significantly vary during the junior high school years or between sexes. (JAC)

This study evaluates the relationship of the Career Occupational Preference System, Interest Inventory, Form P (COPS-P) and the Theme and Basic Interest scales of the Strong-Campbell Interest Inventory (SCII) to provide construct validity data. Computed scale correlations for a college student sample (n=122) support the theoretical constructs…

Evaluates the Medical Career Development Inventory, a measure of career maturity, with student-physicians (N=160). Results indicated that it is possible to construct a measure of vocational development for a population of adults encountering a common set of vocational development tasks. (LLL)

Used data from 51 pairs of parents to show the results of miscalculations and inadequate procedures on the assessment of the relative validity of the final-say measure of marital power. Demonstrated that, even when analytical procedures are carefully selected, external criterion variables must be used. (JAC)

Evaluated the validity of the Slosson Intelligence test as determined by the Wechsler Intelligence Scale for Children-Revised (WISC-R). Results indicated that the Slosson correctly predicted functioning level to within 10 IQ points of the WISC-R Full Scale scores for 88 percent of the subjects. (LLL)

A response to 13 articles on the Kaufman Assessment Battery for Children address seven areas: validity, theory underlying the intelligence portion, role of the clinicians in intellectual assessment, distinction between ability and achievement, evaluation of alternate models, remedial applications of the sequential-simultaneous processing…

Studied a sample of emotionally disturbed children (N=100) beginning day psychiatric treatment to compare standard and abbreviated versions of the Weschler Intelligence Scale for Children-Revised (WISC-R). Results demonstrated the efficacy of using an abbreviated version of the WISC-R with severely emotionally disturbed children. (LLL)

Describes the development and validation of a behavioral peer-rating measure of depression. The scale was developed by converting self-report indices of depression into behavioral rating items. Results of two studies (N=272) suggested that the nine-item scale has adequate internal consistency, criterion-related validity, and concurrent validity.…

Describes the three-phase development of the Psychological Distress Inventory (PDI), an instrument designed primarily to measure life stress in college students. Standard psychometric information is presented, including reliability, validity, and some effects of response set. The PDI allows users to separately assess degree of depression, anxiety,…

Compared the factor patterns underlying male (N=221) and female (N=420) self-reports on the Bem Sex Role Inventory. Results showed that when males and females were compared, only one of 10 factors reached the similarity criterion, suggesting that gender can be an important confounding variable in sex role research. (JAC)

Reports an overall positive response to the tests reviewed, with caveats regarding test reliability and validity. (AEA)

A total of 40 subjects between the ages of 48 and 60 months were tested on separate measures of physical skill, physical appearance, intelligence, and cooperation. Additionally, three self-concept tests for preschoolers were administered: the Thomas Self-Concept Values Test, the Pre-School Self-Concept Picture Test, and the Purdue Self-Concept…

Reviews underlying reliability, theoretical assumptions, and validity of several "fear of success" tests. Also examines the validity of the fear of success construct itself. Concludes that continued use of the label "fear of success" only reinforces belief in a scientifically unfounded concept of intrapsychic difference between…

Compared the performance of learning-disabled and behavior-disordered children (N=60) on the Personality Inventory for Children (PIC). Results showed that learning-disabled and behavior-disordered children could be differentiated clearly on subtests that comprise the cognitive development and conduct disorder factors. However, less differentiation…

Investigated the interrelationship of self-concept measures in a cross-validation study of 134 intermediate grade children. Multiple regression analysis of self-report and behavioral inference instruments supported the hypothesis that self-constructs are strongly rooted in the method by which they are assessed. (JAC)