No abstract

No abstract

The use of standardized tests in the admissions process for entry into America's colleges and universities is examined. The roles of the Educational Testing Service and Henry Chauncey receive special emphasis. The ability of standardized tests to predict success in college is reviewed and the impact of considering only right-tail applicants is discussed. The relationship of ethnicity and gender to performance on standardized tests in the college admissions process is studied and the effect of disparate impact is evaluated. A proposal is presented to deal with the effect of standardized testing on diversity in college admissions in the United States. This proposal is informed by the approach taken in the Netherlands as embodied in the Dutch Higher Education and Research Act.

One of the most widely accepted beliefs among psychologists today is that discrepancy between the self concept and objective reality is a common feature of maladjustment. Such discrepancies are said to represent a lack of insight, and a major goal of psychotherapy is to help the individual reorganize his self concept so that it will correspond more adequately with the self as viewed by others. Granted that in general the above statement may be true, it does not follow, without further experimental verification, that the relationship between such discrepancies and severity of maladjustment is as simple and direct as is often assumed. The present study was undertaken to examine the nature of this relationship in several groups of college men.

The so-called ambiguity of taste perception of D-mannose has been traced to actual differences in taste between the two anomers of this substance. Preliminary data indicate strongly that the alpha-anomer is sweet (sucrose-like) and the beta-anomer is bitter (quinine-like). The difference in taste is attributed to the slight difference in structures of the anomers.