The Cognitive Abilities Test (CAT) provides separate ability estimates organized into three components; verbal, quantitative and non-verbal. There is no composite score. An analysis of scores obtained on the CAT and the Iowa Tests of Basic Skills (ITBS) by a sample student population indicated that discrepancies of twenty points or more among the…

This paper, presented at the 1979 meeting of the American Educational Research Association (AERA), investigates the relationship between self-assessment of knowledge and performance, and mathematical aptitude. One hundred college students (51 females, 49 males) participated. Participants, grouped according to mathematical aptitude, were…

Some of the problems in research on aptitude treatment interactions (ATIs), are discussed. Among these problems are the inconsistency and lack of generality to many ATI findings, especially in classroom-based ATI investigations. It is suggested that such investigations may be of limited generality due to the nature of the phenomena. The importance…

FINDINGS OF THIS STUDY INDICATE THE NECESSITY OF REEXAMINING THE UNMODIFIED USE OF SCHOLASTIC APTITUDE LETTER GRADE DISTRIBUTION AS THE BASIS FOR THE ACHIEVEMENT LETTER GRADE DISTRIBUTION OF A CLASS. THE USE OF THIS SYSTEM IN BRITISH COLUMBIA IS BASED ON THE ASSUMPTION THAT FOR ANY SIZE SAMPLE OF STUDENTS, THERE WILL BE A HIGH CORRELATION OF I.Q.…

THE PURPOSE OF THIS INVESTIGATION WAS TO ISOLATE PERSONALITY TRAITS THAT ARE RELATED TO ACADEMIC ACHIEVEMENT INDEPENDENT OF CORRELATIONS WITH INTELLECTUAL CAPACITY AS MEASURED BY THE SCHOLASTIC APTITUDE TEST, ACADEMIC RANK AS A HIGH SCHOOL SENIOR, AND TEACHER RECOMMENDATIONS. THIS RESEARCH CENTERED ON THE CAPACITY OF THE INDIVIDUAL COLLEGE…

This report of a research project examines the relationship between learning gain and certain noninstructional factors. Specifically, the comprehension, vocabulary, and mathematics gains of Title I students enrolled in a particular elementary school during the 1978-79 school year were correlated with 19 noninstructional variables collected from…

THIS STUDY OF 1030 (10 PERCENT) OF THE UNIVERSITY-ELIGIBLE HIGH SCHOOL GRADUATES (1961) COMPARES THE CHARACTERISTICS OF THE 612 GOING TO ONE OF THE FIVE UNIVERSITY CAMPUSES AND THE 418 GOING TO JUNIOR COLLEGE. HIGH SCHOOL AND FIRST-SEMESTER COLLEGE TRANSCRIPTS AS WELL AS APTITUDE SCORES WERE AVAILABLE FOR MOST OF THEM, AND 885 RETURNED A 136-ITEM…

Two experiments were undertaken to study the effects of nonintellective behavior upon essay grades. In the first experiment teachers were exposed to information depicting a stimulus boy as either aggressive or non-aggressive. Following this information subject marked either a creative or noncreative essay. The subjects consisted of eight teachers…

A 5-week pre-college orientation program for new freshman American Indian students was conducted in the summer of 1970 by Brigham Young University. The program included weekly field trips to industries in the area, help with study skills, problem solving, choosing a college major, positive thinking, and experience with college English and math.…

Traditional variables used to predict success in higher education have been classified as intellective factors. These so-called intellective factors include: high school grades, aptitude scores and I.Q. scores. Other significant variables used to predict grades are known as non-intellective factors. These non-intellective factors include concepts…

The effects of varying the sequence of frames in a self-instructional program on the instructional outcomes of achievement, interest in learning, and attitudes toward programed instruction were investigated. Thirty-nine 6th grade Spanish classes were randomly assigned to a program with an orderly progression or a scrambled order of frames. The…

According to confluence theory, a child is helped or hindered in intellectual development according to the average absolute intelligence (mental age) in the family when the child is born. An analysis of test scores, family information, and socioeconomic data of 36,000 college applicants in Colombia failed to support this theory. (Author/CP)

The effects of imagery instructions on fifth-graders with differing abilities were examined through within-class analysis and analysis in which class effects were allowed to have influence. In the latter analysis there were significant Aptitude X Treatment interactions with subscores derived from paired-associate tasks. Interactions were…

Psychological and psycholinguistic considerations which make university foreign language entrance requirements in the interest of the university and the student are discussed. (RM)

The 1984 state and national averages for high school graduates' scores on the American College Testing Program and Scholastic Aptitude Test college entrance examinations are presented, indicating also the change in the previous two years and the percentage of the state's graduates tested. (MSE)