Examines the gender differences of U.S. college students, ages 18-22 years old, who took the Scholastic Aptitude Test (SAT) and the American College Test (ACT). States that the data was obtained from the Baccalaureate and Beyond 1993-94 study. Finds that males scored higher on the SAT and ACT. (CMK)

The effects of incentive conditions on the results of a confidence test were investigated. Two hundred thirty high school subjects were administered a very difficult confidence scored test under two conditions: 1) that the test would count heavily on their grades (incentive condition) and 2) that the test was for research purposes and would not be…

The WISC and WISC-R were administered to 20 Black psychiatric outpatients, ages 8 to 15. Scores revealed the two tests to be essentially different, with lower Verbal, Performance, and Full Scale IQs on the WISC-R. Order of administration, sex, and interest correlations were also examined. (Author/SJL)

This study investigated the hypothesis that sex biases (defined as disproportionate references to one sex) in a reading passage and on a comprehension test would lead to differential performance by 120 male and female undergraduates. An analysis of variance revealed no significant main effects or interactions. (Author/CTM)

Asserts that, on average, women score lower on the Graduate Record Exam (GRE) Subject Test in Economics. Reports on a study of 149 student scores on the test to identify factors associated with this differential performance. Finds little support for the notion that men are simply better than women in quantitative areas. (CFR)

Content and task dimensions of language arts items were studied using factor analytic techniques. These items were developed to measure concept attainment using a completely crossed design with 30 concepts and 12 tasks. Conventional factor analyses were performed, separately for boys and girls, for concept scores and for task scores. Three-mode…

The purpose of this study was to design a prototype written test of cognitive development based on the model of Piaget. Although the results were not consistent with Piaget's theory, test development was only partially successful. Specifically, validation of the scales was excellent or poor depending on the perspective. Analysis of the item…

A comparison between standard kindergarten programs and AEL's preschool program was conducted to gain some insight into the desirability of using the laboratory-developed procedures rather than standard classroom procedures for affecting learning in 3-, 4-, and, especially, 5-year-old children. Initial differences in intelligence test scores were…

Among the four participating ethnic groups in Project Access for Los Angeles (Black, White, Mexican-American, and Oriental), the patterns of test performance that emerged were surprisingly similar to those from two previous studies of first-grade children, even though Access involved eleventh graders. Partially replicated was the finding that…

The report investigates the pattern of interests among the 44 students at the Appalachia Educational Laboratory's Employer-Based Career Education (AEL/EBCE) program during the fall, winter, and spring of the 1972-73 program year as measured by the Kuder Occupational Interest Survey (KOIS). Group One students (those matriculating in September 1972)…