This study seeks to determine the nature of the intellectual demands of the Higher Grade course in Mathematics with a view to early, more accurate prediction of individual pupil success in this course. The need for such early prediction is clearly indicated by the interest shown on the part of parents and pupils alike during the Standard Seven year where the realisation exists that Matriculation Mathematics is a subject sometimes found to be "overwhelmingly difficult". The "drop out" figure from the Higher Grade course to the Standard Grade course in most schools further demonstrates the need for more careful selection at the Standard Seven level. Both old (1973) and new (1984) syllabuses are analysed to determine the nature of the content and the intellectual level at which this should be taught. In addition, a series of past Cape Senior Certificate examination papers are investigated to reveal information about the nature and level of examining. Mental processes involved in the examination items are classified and the general composition of the examination papers is discussed. A test device suitable for Standard Seven pupils is developed on the basis of the composition of the Higher Grade Matriculation examination papers analysed. The object of this test is to provide that early indication to pupils of their ability to cope with the level of mental process required by the Higher Grade course in Mathematics. The investigation describes the construction, administration and further development of the test device and, furthermore, seeks to show its predictive validity for the Matriculation examination in Mathematics by comparing test results with successive school examination results over a three year period. The possibility of sex differences in Mathematics achievement and prediction are also investigated on the basis of the results obtained during the course of this experiment. General conclusions are drawn, the difficulties encountered are discussed and some suggestions for further research are offered.

Maximum phonation time has been widely utilized as a simple clinical evaluation of the vocal function. Its importance has been emphasized by Van Riper (1954), Westlake and Rutherford (1961), Boone (1971), and other authors. A review of the literature revealed three trials of sustained phonation have been utilized by most researchers to determine maximum duration of phonation. Additionally, the review revealed a lack of test-retest reliability in maximum phonation time in children. The present study was designed to determine the variability in test-retest of maximum duration of· sustained /a/ among prepubescent male and female children. Eighty subjects, twenty at each of the four age levels, seven, eight, nine and ten, were selected from a larger pool using a random order table. Each age level was further divided into two groups of ten male and ten female subjects. A tape recording of twenty maximum phonations of /a/. was obtained for each subject. A second measure of maximum phonation time was recorded between two weeks and a month following the original run. The essential questions of this investigation were: 1. Given the means of age and sex groups of the longest performance of maximum duration of sustained /a/, is there a significant difference between runs one and two? 2. In the test cohort does the rank order of maximum phonation time differ between runs one and two? The following secondary questions were also posed: 1. Is there a significantly greater duration of the longest sustained /a/ when given twenty trials as opposed to the first three trials? 2. Is there a relationship between sex and the duration of sustained /a/? 3. Given four prepubescent age groups, is age a factor in relation to length of phonation?

This study attempted to define creativity in terms of objective, visible products of behavior. An existing psychological instrument, the Bender-Gestalt Test (BGT) was modified in presentation and scoring methods into a test of creative production. This test was chosen because of its similarity to some existing tests of creative production and its theoretical relationship to the associative model of creative production. It was combined with the Making Objects Test (MO) and the Remote Associations Test (RAT) into a three test battery and administered to 90 college students. The three tests were scored and the results correlated with each other to determine the degree of relationship.

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This research was conducted over the period of three quarters at Virginia Tech. The goal was to develop an instrument that was both valid and reliable for the purpose of exempting qualified, experienced students from the basic apparel construction course and allow them to begin with the advanced course. Resulting classes would be more homogeneous and, therefore, could be more effectively taught. Data on test questions was available from prior administrations of a clothing construction knowledge test. Test items that pertained to current course content and with acceptable difficulty and discrimination indexes were retained for use. The test was developed in three phases. The resulting test would be adaptable for use by other institutions because of the methodology used to develop it. The course behavioral objectives were first examined and assigned a percentage corresponding to the amount of class time devoted to each objective. Individual learning concepts were then analyzed and listed under the objective they each pertained to. Once this categorization was accomplished, the learning concepts were each ranked according to importance and complexity within their respective objectives. This ranking was then used to decide how many test items should pertain to each concept. The exemption test developed through this procedure encompassed all course objectives and assured a representative sample of the course content. The final test was determined to be both valid and reliable. Its adoption as an exemption test was recommended with minor revision. / Master of Science