Investigated how empathy ratings using the Empathic Understanding in Interpersonal Processes Scale were affected by conditions under which ratings were made. Empathy ratings should be sensitive to the rater's knowledge of to whom and what the counselor is responding. This was not so. Validity of the scale was questioned. (Author/BEF)

High intercorrelations among the six subtests of the Pictorial Test of Intelligence raise questions regarding the construct validity of the instrument. A factor analysis was performed. A single factor with stable factor loadings emerged. (Author/JKS)

Maintains that sex bias in vocational interest assessment is a serious problem. Provides suggestions on what to do about it as well as information on vocational interest assessment. (JOW)

This study provides guidelines for practitioners to determine the minimum differences, in scaled score points, needed for statistical significance when applying the Bannatyne recategorization of Wechsler Intelligence Scale for Children--Revised subtests on a individual basis. (Author)

These tests provide one source of diagnostic data to support educational decisions for learning disabled children. The Profile Graph expedites communication of diagnostic assessment results to parents and teachers, and is a useful source of information in making placement and program planning decisions for learning disabled children. (Author)

Mentally retarded youngsters (N=80) aged 6 to 16, were tested on the WISC-R, primarily to assess the continuity of measurement between the old and new WISCs. There was evidence to support the continuity of the WISC-R with its predecessor for retarded populations. (Author)

Studied the validity of interpretations derived from school-level assessment scores for different content areas using school-level data from 14 large-scale assessment programs. Results raise suspicions about the value and validity of interpretations based on school-level subject area scores. (SLD)

A profile analysis procedure was used with the Carrow Auditory-Visual Abilities Test to aid in the identification of systematic modality preferences in two preschool children with articulation disorders. Critical values are identified to facilitate the identification of the child's strengths and weaknesses at the subtest level. (Author/DB)

Reports on the guidelines of the American Psychological Association for Computer-Based Tests and Interpretations (CBTI). Guidelines for users in the areas of test administration and interpretation are described, guidelines for developers including human factor and psychometric issues are explained, and the validity of computer interpretations is…

Examined convergent validities of the Metamemory in Adulthood questionnaire (MIA) and the Memory Functioning Questionnaire (MFQ). The Memory Self-Efficacy factor in the MIA and the Frequency of Forgetting factor in the MFQ correlate when the two scales are factored simultaneously. (RJC)

Examines various procedures for constructing confidence intervals that have been suggested in measurement texts in relation to their approximation to the most accurate procedure that uses the estimated true score as the center of the confidence interval and the standard error of estimate to determine width. (Author/ABL)

The paper considers the appropriate and inappropriate use of estimated true scores for normative comparisons and concludes that for normative interpretations of individual scores and class averages, the use of estimated true scores or average estimated true scores is not recommended. (Author/DB)

Parents of gifted children are urged to understand that there are many different kinds of intelligence and ability tests; tests are designed for different purposes; all tests involve a certain amount of error; and tests only sample one aspect of a child's performance. (DB)

Data from 255 normal individuals were factor analyzed. Variables included subtests from the Wechsler Adult Intelligence Scale-Revised (WAIS-R), the Kaufman Adolescent and Adult Intelligence Test (KAIT), and two new brief measures. Results are interpreted in the context of previous Horn analyses of the KAIT and WAIS-R. (SLD)

This article addresses the need for guidelines for accommodating students with disabilities on the Wechsler Intelligence Scale for Children--Third Edition. Urged are guidelines concerning: initial selection of tests to administer; modifications in administration; and interpretation and reporting of results. Guidelines should be based on student…