Intercorrelations among Uzgiris and Hunt's scales for 2 samples of infants were subjected to cluster analysis and factor analysis. The results of these procedures were similar for both samples. Three clusters from the first analysis resembling 3 factors from the second. The findings were also consistent with Uzgiris and Hunt's observations on the…

When researchers use the Guttman scalogram rather than multidimensional techniques, scalogram error assignment techniques should be questioned. An alternative to the customary minimizing error rule is suggested through ALAM and ALAS criteria which use ordinal information in scalable item marginals. (Author)

Develops and validates a new language aptitude battery to be used for the selection of military personnel for training at the Defense Language Institute which offers over 50 foreign language courses. (RC)

Results support the application of adaptation level theory to college grading standards, for it was found that at the institution student fields with lower ability students as compared with those with higher ability students employed less stringent grading criteria. (Author/RC)

Consistent with the distinction between student ratings (ratings assigned) and class ratals (ratings received), various properties of the FACE Instrument scales were investigated. (RC)

Cleary's and Thorndike's definition of bias in college admissions criteria (ACT scores and high school percentile rank) were examined for black, white, and Jewish students. Use of the admissions criteria tended to overpredict blacks' performance, accurately predict whites' performance, and underpredict that of Jews. In light of Cleary's…

Factor analysis of an administration of the Raven Progressive Matrices Test to children in grades 1, 2, and 3 revealed three orthogonal factors interpreted as (1) concrete and abstract reasoning, (2) continuous and discrete pattern completion, and (3) pattern completion through disclosure. Results are discussed in several contexts. (RC)

To understand the functions of graduate level admissions tests, the characteristics of students who scored high compared with those who scored low on three tests were examined on the basis of correlates of each of the tests with a large number of other variables reflecting the students' background and educational characteristics. (Author/RC)

This study involved the determination of the relationship between each of 15 predictor variables (primarily reflecting cognitive abilities and study skills) and each of 13 criterion measures representing course grades and scores on the National League for Nursing Achievement Tests. (Author/RC)

The incremental effectiveness of the American College Testing Program Examination (ACT) is studied along with the effectiveness of the ACT alone and of high school grade-point average alone in predicting differential success in a three year nurses' training program for 199 students over a 10-year period. (Author/DEP)

This study examines the validity of high school grade point average (GPA) and of the verbal and mathematical portions of the Scholastic Aptitude Test of the College Entrance Examination Board, as predictors of college performance over an eight year period. (Author/DEP)

Examines the predictive validity of the Scholastic Aptitude Test and high school achievement when predicting college freshmen grades. Results show that females are more predictable than males and the ability to predict college grades from these two variables seems to be decreasing. (Author/DEP)

A predictive equation for estimating performance in a basic course in methods of psychological research from scores on the Differential Aptitude Test reasoning scales and on the Davis Reading Test, from measures of attitudes toward issues in psychology, and from self-ratings of abilities and of expected course grades is developed. (Author/DEP)

Results indicate that pre-flight students and college males of the same age range differ on several aspects of novelty and sensation seeking and that in both samples studied, the variables are relatively independent of measured ability and academic course performance. (Author/DEP)

Attempts to determine whether three reading tests made separate contributions to a placement and diagnostic system developed for an open admissions municipal community college. (Author/DEP)