An attempt to outline the simplest framework for achievement testing that shows the relationship between achievement tests and the instructional programs, and to show how achievement testing may be implemented within this framework. (Author/DEP)

Results indicate that although latent ability estimates may be significantly increased by a short intervention, modifiability depends on the type of intervention. Futhermore, it was found that general types of relationships may effectively mediate analogy item solving. (Author/BJG)

Describes a revised version of the Preschool Racial Attitude Measure, designated PRAM II, and presents initial standardization data for the new procedure. (Author/RC)

Results support the state-trait distinction in anxiety research. For two different samples, three separate A-State factors emerged, each associated with different occasions of measurement that were associated with differing amounts of situational stress. (Author/BJG)

Investigates the problem solving processes of creative and noncreative students by analyzing their verbalizations while engaged in three problem solving tasks. (Author/DEP)

Presented at the Research Council, American School Health Association, 42nd Annual Meeting, Detroit, Michigan, November 9, 1968.

Based on the author's doctoral dissertation, University of Minnesota. Requestions for reprints should be sent to: Jerald Forster, Department of Educational Psychology, 318 Miller Hall, Univ. of Wash., Seattle, Washington 98105.

Research performed pursuant to a grant from the Charles F. Kettering Foundation.