The study was undertaken to investigate if a course of instruction, utilizing specific procedures, could be employed to enhance performance on an aptitude test. A punishment procedure involving the removal of a positive reinforcer was instituted within a classroom setting.

The problem of this study was to isolate General Aptitude Test Battery patterns for persons who have succeeded in certain major fields of study at North Texas State University, Denton, Texas. In addition to the basic problem stated above, an effort was made to (1) determine the significance of the relationships between GATB scores and grade-point averages for all undergraduate courses taken; (2) determine the relationships between GATB scores and grade-point averages for all undergraduate courses in the major field of study, and (3) conduct a survey of all subjects selected for this study to determine their past, present and expected future fields of occupational endeavor since graduation from college and the relationship between such employment and the individual's major field of study in college.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.

A mini-dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the degree of Master of Education (Educational Psychology) in the Department of Educational Psychology and Special Education at the University of Zululand, 2004. / This study investigates the validity of the General Scholastic Aptitude Test as a tool for predicting academic success for first year Information Technology (IT) students. Secondly it seeks to establish if it is an equally good predictor for the various racial groups in South Africa. Thirdly it investigates it’s usefulness as a predictor for the different gender groups. The final aim is to establish whether the GSAT correlates with the Swedish Rating (SR) and English language ability in terms of predicting academic success for first year IT students. The student group that served as the sample was the first year IT student group over the three year peroid from 2000 to 2002 at the Port Elizabeth (PE) Technikon. The study found that there was a weak link between GSAT and academic success across the entire sample. It however proved not to be an equally good predictor across all the racial groups, where it proved to be a far more useful tool for white students than for students from the other racial groups. Insofar as the gender groups were concerned it appeared to have some predictive power across the whole sample but not necessarily equally for the different gender and racial groups. There appeared to be a positive correlation between GSAT and Swedish Rating but not between GSAT and English language ability. From this study it appears that the GSAT has some merit in predicting academic success, although with differing rates of usefulness across different demographic groupings in South Africa. In addition there are many other factors that may militate against academic success in a student’s life which may hinder the usefulness of the GSAT as a predictive tool. If such assessments are to be used it would seem that they should be used very carefully, that factors reducing the chances of academic success need to be identified, and that institutions ensure that programmes are in place to empower students to maximize their potential.

As new measures of aptitude are devised, their implications to education are a fertile source for research. All facets of aptitudes as they relate to education are explored. This study is concerned with such exploration in that it investigates the relationships between aptitudes, as measured by the General Aptitude Test Battery and selected major fields of study at North Texas State College, Denton, Texas. The major fields of study selected for this research are Accounting, Business Education, Elementary Education, Industrial Arts and Marketing.

Previous studies suggest that 3D visualization is fundamental to design spatial cognition, and the capability to work with 3D mental or physical models and taking perspective views from a set of 2D drawings are essential parts of design education, although there is no definitive evidence that can directly support these beliefs. This dissertation focuses on the issues of how spatial capabilities correlate with design performance and whether design education can improve students' spatial capabilities. Two types of capabilities tests, i.e. spatial capability test and general reasoning test, are used, and there are 251 Georgia Tech undergraduate students involved in this research. The results of this research suggest that the correlations between design studio performance and the tested factors are more salient among female students than male students. While female students generally have lower spatial capabilities than male students in design, they can take advantage of their general reasoning capability to compensate for the lack of the other two spatial capabilities and perform well in design studio. A stepwise regression further reveals that, for the female design student group, the general reasoning capability is the only predictor for their design performance. However, no significant interaction is observed in the male design student group between tested capabilities and design studio performance. As a result, there seems to exist a threshold requirement in spatial capabilities for design major students. After passing this threshold, other factors such as domain specific skills and knowledge or self-motivation would likely to be the dominant one. Lastly, although the results show the tested capabilities are all important for design major students from different perspectives, the design education does not show any contribution in the improvement of these capabilities.

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1990. / Vita. Abstract. Includes bibliographical references (leaves 117-123). Also available via the Internet.

This study dealt with the problem of investigating the validity of two recently developed paper-and-penci1 tests of programmer aptitude , the Aptitude Test for Programmer Personnel (ATPP) and the Computer Programmer Aptitude Battery (CPAB), in predicting success in computer programming.

The problem of this study was to determine the value of certain selected aptitude test scores for predicting student achievement in Spanish, French, and German at North Texas State University. Particular emphasis was placed on freshmen enrolled in beginning courses.

Multiple choice testing has been introduced as an assessment instrument in almost all educational systems during the past twenty years. A growing body of research seems to indicate that tests structured to a multiple choice format favour males. In the ACT, Queensland and Western Australia, a multiple choice examination known as ASAT was used to moderate student scores. Using data from the 1989 ASAT Paper 1, as well as data from the ACT Year 12 cohort of that year, an investigation was made of the items in the ASAT paper. This investigation attempted to identify specific types of questions that enabled males, on average, to perform better than females. Questions, which had a statistically significant difference between the results of males and females, were examined further. An ASAT unit was given to students to complete and their answers to a questionnaire concerning the unit were taped and analysed. The study found that males performed better, on average, than females on the 1989 ASAT Paper 1. The mean difference in the quantitative questions was much greater than in the verbal questions. A number of factors appear to contribute to the difference in performance between males and females. A statistically significant number of females study Mathematics at a lower level, which appears to contribute to females lower quantatitive scores. Females seem to be considerably more anxious about taking tests and this anxiety remains throughout a multiple choice test. Females lack confidence in their ability to achieve in tests and are tentative about "risktaking" which is an element of multiple choice tests. The language of the test and male oriented content may contribute to females' negative performance in multiple choice testing.