Item-test correlations are compared to item test-retest correlations as measures for selecting items in test construction. The author concludes that the item test-retest method is superior for item analysis which aims at getting shorter tests while maintaining test stability. (Author/JKS)

A new formula for the correction for chance success due to guessing was advanced and investigated, the mathematical solution of which has the property of equating the scores of fast and slow examinees of equal ability. (Author/JKS)

The psychometric application of Joreskog's procedure for simultaneous factor analysis in several populations is illustrated. Using Scholastic Aptitude Test data from two samples, procedures are shown for checking test construction assumptions about units of measurement and error variance, within and between samples. (Author)

The Shine-Bower single subject analysis of variance is extended from being applicable to only an even number of trials to being applicable to any number of trials. (Author/JKS)

A distinction between two classes of problems used in laboratory studies of judgment and inference phenomena is made. The distinction is relevant to both single-cue probability learning and multiple cue probability learning within the linear lens model paradigm. (Author/JKS)

A test of significance for identifying individuals who are most influenced by an experimental treatment as measured by pre-post test change score is presented. The technique requires true difference scores, the reliability of obtained differences, and their standard error of measurement. (Author/JKS)

A method to improve personality inventory validity by presenting positively keyed items from a single trait in descending order of endorsement and encouraging subjects to respond in terms of the resulting Guttman scale is presented. Experimental results show increases in reliability and validity. (Author/JKS)

A factor analytic study investigated the validity of the California Psychological Inventory. Sixteen of the eighteen scales were investigated in relation to criterion variables and most showed that the factor scales were valid measures. (JKS)

The development and validation of the School Observation Scale is presented. The scale can be used by elementary teachers to record observations of pupil behavioral characteristics associated with learning disabilities and minimal brain disfunction. (Author/JKS)

The construct validity of four measures of reflection-impulsivity was examined using a multitrait-multimethod procedure on sample of six to twelve year old educable mentally retarded children. The results indicate a minimal level of construct validity. (Author/JKS)

An eighteen-item scale designed to indicate a relative, absolute, or mixed philosophical orientation to the nature of reality was related to a variety of other measures on a sample of community college students. Results indicate relationships among some measures with the scale. (Author/JKS)

Success of student nurses from three ethnic groups on a state board certification examination was predicted from study behavior, course grade point average and standardized achievement tests administered prior to nurse training. The achievement tests proved to be the best predictors across groups. (Author/JKS)

Discriminant function analysis was used to predict which college students were graduated in four years, were still enrolled after four years, left the college in good academic standing, or left after being on probation. Results were moderately successful. (Author/JKS)

A semantic differential instrument was devised to predict success of counselor-trainees in a practicum course. The instrument was not useful in predicting success. (Author/JKS)

Social studies grades were predicted from a variety of affective and cognitive predictor variables on a sample of eleventh grade students. Significant relationships were found for both types of variables. A measure of motivation toward education predicted grades nearly as accurately as any of the cognitive variables. (Author/JKS)