A group cognitive modification treatment was effective in significantly reducing test anxiety as assessed by (a) test performance, (b) self-reports and (c) grade point average. (Author)

The findings point to an urgent need for modification in the administration and scoring of the WISC. Institutions responsible for the training of psychologists need to provide extensive experience in all phases of scoring. Psychologists should be urged to recheck the scoring of each protocol they complete. In particular, all clerical work should…

In keeping with a learning theory approach, it is postulated that fear of examinations was a learned maladaptive pattern of behavior. Therefore, counter-conditioning through progressive relaxation and systematic desensitization was utilized to eliminate the maladaptive response in this case. (Author)

Procedural variations were compared for a vicarious group treatment of test anxiety involving observation of videotapes depicting systematic desensitization of a model. The theoretical implications of the present study and the feasibility of using videotaped materials to treat test anxiety and other avoidance responses in school settings are…

Examined is the problem of measuring an individual's auditory response which includes a reluctance to use sound due to the feedback deficit produced by an inefficient pathway. (KW)

It was concluded that even with prior practice sessions, above average pupils in grades one and two are unable to utilize separate answer sheets in an effective manner. (AG)

A learning program in test-taking skills is proposed as a method of decreasing errors of measurement and testing handicaps. (GS)

There are no differences between volunteers and nonvolunteers among subjects who completed questionnaires on sexual behaviors. However, as compared to nonvolunteers, volunteers who participated in further research reported more liberal sexual attitudes. Data does not support view that recent changes in sexual behavior are reflection o changes in…

Using an index of answer copying developed by Houston, it was found that rearranged questions alone did not reduce answer copying, whereas rearrangement of both questions and answers effectively eliminated detectable cheating. (Author)

The first of a series of quizzes on types of derived scores concerns interpreting grade-equivalent (GE) scores. The true-false items require a response about whether the stated interpretation of the GE score is sound. An answer key explains specific scoring methods. (CM)