The influence of item arrangement on students' total test performance was investigated. Two hierarchical multiple regression analyses were used to analyze the data. The main finding within the context of this study was that item arrangements based on item difficulties did not influence achievement examination performance. (Author/DWH)

Reports on a preliminary study of cognitive style and performance of 182 secondary students on the British General Certificate of Secondary Education. Finds that students who tested at an intermediate position on both dimensions of the Wholist-Analytic cognitive style measure did best on the test. (CFR)

Three experiments examined referential and associative linkages in memory as a function of stimulus and response material formats. Second grade, sixth grade, and university students were the subjects. In Experiment 1, subjects pointed to either the picture or printed name of a stimulus corresponding to the name or picture, respectively, pointed to…