The Matrices and Order of Appearance subtests of a Piagetian test battery were administered to a sample of second-grade children on two occasions under two test conditions: standardized testing and a dialogue between child and examiner. Differences for test condition and time of testing were found. (JKS)

Junior college students were given the Rathus Assertiveness Schedule and the Achievement Anxiety Test. The students were divided into high, average, and low assertive groups. A significant difference in level of facilitative test anxiety was found between low assertive and high assertive groups. Possible explanations for these differences were…

A model for assessing the developmental skills of handicapped children is presented, for school psychologists. Stressing the relationship between assessment, intervention, and program evaluation, it is consistent with Public Law 94-142. Three assessment methods are recommended: parent interview, observation, and adaptive use of standardized tests.…

Fifty subjects were classified as having a primary (endogenous) or secondary (exogenous) reading disability; then their Bender protocols were scored. Results indicated that specific score distortions, but not total developmental scores, differentiated between the two groups and that the primary group was more severely reading retarded. (Author/SJL)

Specific sub-tests of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) and Merrill-Palmer Scales have been observed to evoke behavioral expression of phase-specific conflicts. Clinical observations of a disadvantaged inner-city population suggest that what is being tested is the preschool child's experience with adults in the…

Analysis of first-year roommate pairs found that versions of the Roommate Compatibility Questionnaire better predicted roommate conflict than did the Myers-Briggs Type Indicator. Discrepancies between perception of a roommate and descriptions of an ideal roommate predicted the most variance on a measure of roommate conflict. Discusses…

Reviews the Behavior Dimensions Rating Scale, an individualized, self-scoring behavioral assessment instrument. The scale is intended to measure patterns of behavior related to emotional problems for children in kindergarten through Grade 11. The test is easy to use and to interpret. There is, however, a need to further investigate the validity…

The gap between professionally and legally acceptable practice in professional licensure tests is addressed. Pertinent activities of the American Psychological Association, American Educational Research Association, and the National Council for Measurement in Education are discussed. (TJH)

Formulas are provided for estimating the reliability of a linear composite of non-equivalent subtests given the reliabilities of component subtests. The reliability of the composite is compared to that of its components. An empirical example uses data from 170 children aged 4 through 8 years performing 34 Piagetian tasks. (SLD)

The literature on testing has documented the existence of persistent anomalies in test scores of bilingual students. School psychology, which is test-dependent and test-defined, has an inadequate technology and knowledge base to deal with the testing of bilingual students, leading to error and misdiagnosis exacerbated by lack of viable testing…

Argues that guidelines for evaluating computer applications within psychology are not having sufficient impact on professional practices because a gap exists between information available to users and information needed to make informed decisions. Surveys of software vendors and practicing psychologists are described to support this view and…

Providers of psychoeducational assessment services for hearing-impaired children, from infants to adolescents, were surveyed concerning their educational and experiential background, communication modes used, problems encountered, and educational placements of assessed children. Frequency of use scores and rankings are reported for psychological…

Argues that Jensen's article contains an inaccurate and misleading account of Spearman's work and distorts the basic concepts of factor analysis. The target article has failed in all its main objectives; its major failing is a result of the irrelevance of factor analysis to the study of group differences. (SLD)

Study sought to determine whether separate short-term auditory and visual memory factors would emerge given a sufficient number of markers in a factor matrix. A principal component factor analysis with varimax rotation was performed. Short-term visual and short-term auditory memory factors emerged as expected. (RJM)

This survey updated a 1974 survey of psychological services provided for students with deafness and hearing impairments. The survey covered job responsibilities, preparation, case load, assessment procedures and instruments used, and communication resources and difficulties in assessment. The 371 school psychologists responding reported that their…