Research on the major computerized adaptive testing (CAT) strategies is reviewed, and some findings are reported that examine effects of examinee demographic and psychological characteristics on CAT strategies. In fixed branching strategies, all examinees respond to a common routing test, the score of which is used to assign examinees to a second-stage test. The currently popular statistically branched adaptive strategies are based on item-response theory, and include maximum likelihood strategy and Bayesian strategy. Two alternative strategies are the use of self-adapted testing and testlet strategies. Examinee characteristic variables are divided into: (1) demographic variables; (2) computer-use variables; (3) test-taking strategy variables; (4) cognitive characteristics; and (5) affective characteristics. Although research on the relationship between examinee psychological characteristics and CAT has been inconclusive, the basic findings are that examinees of different ethnic, gender, age, grade, ability, academic self-concept, test anxiety, computer anxiety, math anxiety, and computer experience groups are differentially affected by the adaptive testing strategies. Implications for research and practice are discussed. (Contains 67 references.) (SLD)