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The purpose of this study was to examine the effect of Cue-Controlled Relaxation on test anxiety of active duty military personnel, as measured by the Test Anxiety Inventory. The major hypothesis was stated in the null form.Eighty-five subjects volunteered to participate in the study. Using a table of random numbers, subjects within three intact classes were assigned to the three treatment conditions. There were 25 subjects in the Cue-Controlled Relaxation Treatment Group, 28 subjects in the Placebo Treatment Group, and 32 subjects in the No-Treatment Group of this Pretest/Posttest Non-Equivalent Control Group Design. The subjects were all students in the Primary Leadership Training courses of the Seventh Army Combined Arms Training Center (7th CATC) Non-Commissioned Officers' (NCO) Academy, Bad Toelz, Federal Republic of Germany. There were 12 females and 73 males in the total sample, ranging between 20 and 40 years of age.The Test Anxiety Inventory (TAI) was used to measure test anxiety before treatment and after treatment. The TAI consists of 20 items relating to Worry, Emotionality and Total score.The major null hypothesis was tested through a One-way Multivariate Analysis of Variance. The three measures of the dependent variable in the three groups were highly correlated, indicating that they were assessing the same factor. No statistically significant difference was observed among the three groups. Therefore, the null hypothesis was not rejected.

In order to detect and quantify intellectual impairment current IQ test performance must be compared with an estimate of premorbid intellectual level. One means of obtaining this estimate is to use a current ability measure which meets, as fully as possible, the following three criteria; firstly, the measure should be reliable, secondly, test performance should correlate highly with IQ in the general population, thirdly, test performance should be resistant to the effects of neurological and psychiatric disorder. In the present work, the National Adult Reading Test (NART; Nelson, 1982) was evaluated against these criteria. The NART is a single word, oral reading test and consists of 50 words of irregular pronunciation (eg ache, deny). The results indicated that the NART has high split-half, test-retest and inter-rater reliability. Secondly, the NART has high construct validity as a measure of intelligence (ie it loads highly on g) and predicts a substantial proportion of WAIS IQ variance. Thirdly, NART performance was largely resistant to the effects of neurological and psychiatric disorder. In this last respect it was superior to the Vocabulary subtest of the WAIS, a commonly used, putative premorbid index. An alternative method of estimating premorbid IQ was developed by Wilson et al. (1978) in the US. Using the WAIS standardisation sample, these authors built a multiple regression equation to estimate premorbid WAIS IQ from demographic variables (eg education, occupation). In the present work, demographic regression equations were built to estimate WAIS IQ in the UK population. The results indicated that the demographic approach is applicable in the UK. Demographic variables predicted 50&'37 of WAIS IQ variance. It was also demonstrated that regression equations which combine the NART and demographic variables provide more accurate estimates than either method alone. While the demographic approach is a less powerful predictor of IQ than either the NART or combined method, its compensatory advantage is that the estimates it provides are entirely independent of current cognitive capacity. The clinical utility of premorbid indices was demonstrated by the fact that they improved discrimination between impaired and healthy subjects over the use of current IQ measures alone. To date, UK research on premorbid indices has used WAIS IQ as the criterion variable. The final aim of the present work was to build equations to estimate premorbid WAIS-R IQ. Drawing on the results of earlier work, a revised version of the NART was developed (NART-R). Equations for the estimation of WAIS-R IQ from the NART-R, demographic variables and the combination of these variables are presented.

Magíster en Psicología Clínica de Adultos / Autor: Alberto López Vásquez; e-mail: alverlo.uchile@gmail.com Profesor Guía: Esteban Radiszcz Sotomayor. Grado Académico obtenido: Magíster. Año de obtención de grado: 2015. Título de la tesis: El test de Rorschach: condiciones de normalización. El presente trabajo versa sobre la normalidad y la anormalidad en el test de Rorschach y propone conocer cuáles son las condiciones que han posibilitado que los discursos normativos del test lleguen, en un determinado momento histórico, a ser concebidos como discursos de “la verdad” en nuestro medio, apareciendo el riesgo de que estos mismos discursos anulen la subjetividad de los individuos, al confrontar a éstos a parámetros preestablecidos y excluyentes, sobre cómo deber ser en nuestra sociedad. Para esto, se realizaron entrevistas a 8 docentes que han dictado cátedras de Técnicas Proyectivas en las principales Universidades de nuestro país, y que destacan por su trayectoria en el manejo del test de Rorschach. Además, se trabajó con los programas académicos de los cursos de Técnicas Proyectivas de 8 Universidades tradicionales y privadas, que fueron dictados entre los años 1969 al 2014, permitiendo de este modo contar con una visión histórica de la relevancia que han adquirido las nociones de normalidad y anormalidad a través de los años. Se presentarán los resultados abordando el plano discursivo y el de la práctica profesional de los psicólogos, permitiendo dilucidar cuál es el lugar que ocupa el test de Rorschach para estos profesionales. Finalmente, esta investigación levanta una reflexión respecto de la carga de poder inherente a la práctica psicodiagnóstica, que pudiese ayudar a pensar usos más responsables con el test

This study was concerned with the differences of three surfaces (dirt, asphalt, or wood) on the performance of girls in the shuttle run.

This study is concerned with the relationships between the RCT scores of anxiety and hostility and the variables of age, sex and education.

The problem with which this study is concerned is that of determining the effects of coacting groups and test anxiety on the learning and performing abilities of children. The purpose of this study is to investigate the effects of small coacting groups and test anxiety on specific "performance" and "learning" tasks. This study also provides a direct test of Zajonc's theory.

Is it possible that the Bender-Gestalt (B-G) protocol of an individual is complex of many different, discrete, perceptual tests? Is it possible to find the relationships among the scoring factors for the B-G and by factor analysis find some systematic order among the individual designs useful in predicting specific behavioral propensities? If a consistent relationship can be shown to exist between scorable deviations on the B-G designs and certain personality variables among individuals, then perhaps a start can be made toward predictive validity of the B-G.

The purpose of this study was to investigate whether the Test-Taking Strategy would improve performance on math curriculum-based assessments of students with disabilities, and if students reported an increased sense of math self-efficacy as a result of learning the Test-Taking Strategy. The Test-Taking Strategy uses mnemonics to teach strategies to help students successfully navigate through assessments. This study used an experimental, single-subject, multiple-probe, multiple base-line design (Horner & Baer, 1978). The design featured multiple participants, and followed the design features of quantitative research (Horner & Baer, 1978, McMillan, 2004, & Mitchell & Jolley, 2004). The Test-Taking Strategy did result in improved performance on CBA (math quizzes) for some of the students in this study. However, some students did not increase performance on math CBA (math quizzes). Findings also indicated most students did not report an increased sense of math efficacy. Results of this study and the impact of these findings are discussed.