The unique conceptual framework and language of generalizability theory are presented. While this chapter is relevant to any area in which generalizability theory is applicable, it emphasizes evaluation research, and most examples come from that area. (Author/PN)

Studied interviewer reliability, validity, and strategy for information integration. Candidates (N=412) for selection to a military division were interviewed and assessed. Results indicated that interviewers functioned in a similar fashion. Analyses of individual interviewers indicated higher reliability and individual differences among…

Evaluated construct validity of the Missouri Children's Behavior Checklist scales and behavior profiles by determining the relationship between the MCBC and the clinical findings of an interdisciplinary evaluation of children (N=217) referred for developmental disabilities. Analyses showed substantial association between the MCBC and clinical…

The present study compared the factor structures obtained when the same data were factor analyzed: (1) for the total sample (463 fifth grade students) and by sex for collapsed concepts, and (2) by individual concept for the total sample by sex, and for internal and external locus of control groups. (Author/PN)

Reviewed experimental evidence for the efficacy of videotape and verbal feedback in behavioral couple therapy. Concluded that research does not permit definitive conclusions concerning either procedure. Evidence indicates that it is difficult to ascertain just how the communication behaviors of happy and distressed couples differ. (Author/JAC)

Studied predictors of longevity among 252 panelists in a 25-year longitudinal study of aging. The strongest independent predictors for men were health self-rating, work satisfaction, and performance intelligence; for women they were health satisfaction, and physical function rating. (Author)

An investigation was undertaken to determine whether highly aroused (e.g. highly anxious) students are handicapped with regard to their ability to learn through deep processing and elaboration. The hypothesis that well-developed deep and elaborative habits of thought might counteract the disruptive effects that excessive arousal has upon students…

Compared counseled students (N=48) with noncounseled students (N=48) on the General Occupational Themes and the Academic Orientation Scale of the Strong Campbell Interest Inventory. Results indicated that students who sought personal counseling were open to the self-growth experiences offered by counseling. (RC)

Examined the hypothesis that subject differences in conceptual complexity (CC) may mediate individuals' cognitive and emotional responses toward problem situations. Results showed high-CC individuals reported more internal attributions and fewer negative task statements and showed less increase in negative mood. (Author)

Describes a study conducted to determine if any significant difference exists between the self-concept of Exceptional Education Needs (EEN) children and non-EEN children. The Piers-Harris Children's Self-Concept Scale, administered to 47 EEN children and 47 non-EEN children, showed no significant difference. (Author/LC)

Established differentiations among types of depression by examining the subjective experiences of depression. Results showed consistent differences among patients as a function of whether their experiences of depression focused primarily on issues of dependency and/or self-criticism or an absence of these issues. (Author)

Educational researchers cling to the goal of a science of education although this objective is unlikely. Research should focus on a conception of the teaching-learning process that confronts the full complexity of educational phenomena. (CJ)

Education is experiencing a loss of meaning and respect and a fading sense of connection. Education for the whole, individual person will result in the practical, creative, and moral growth necessary in today's society. (CJ)

Studied potential differences between two older student age groups and a younger group. A random stratified sample of undergraduates completed the Supportive Services Survey and the Omnibus Personality Inventory. There were greater significant differences within older student groupings than between the younger and closely age-related older student…

Examines the effects of organizational differences and rater differences on performance appraisals. Self, peer, and supervisory ratings of performance for nurses and for resident advisors were used. Both organization and rater differences have significant, independent effects on performance ratings and may restrict the generality of findings.…