153were no striking differences among groups with respect to patterns of scores on the MMPI scales. These results were interpreted as providing additional evidence that noninstitutionalized individuals with epilepsy do not manifest a characteristic "epileptic personality". REFERENCES 1. 2. 3.HUNT, J. McV. Personality and the Behavior Disorders, Vol. 11. New York: Ronald Press, 1944, KL+YE, H. The effects of epile tic seizures on intellectual functioning.PROBLEM Since its appearance in 1935, the Vineland Social Maturity Scale (VSMS) ( 4 ) has been widely used in conjunction with the Stanford-Binet (S-B), and other intelligence tests, to assess "Social Age" (SA) relative to "Mental-Age" (MA) or "Social Quotient" (S-Q) relative to "Intelligence Quotient" (I&). The direct comparison of performance on these two scales is not only complicated by errors of measurement inherent in them and the relatively high intercorrelations between them, but also by their differences in variability (e.g., the mean standard deviation of S-B I& is 16 points while the mean standard deviation of the VSMS SQ is 10 points). This study is an attempt to delineate the empirical characteristics of the difference scores (d), both SA-MA and SQ-I&, derived from the comparison of performance on the VSMS and the S-B. It is hoped that these characteristics, in so far as they are ascertainable, will be of value for classification, differential diagnosis, or decisions concerning institutionalization a t a variety of ages and levels of performance.The size of a difference score necessary to make the judgment, a t some specified level of confidence or risk, that a true difference exists between the two test scores is a function of the reliability of the d score and the standard deviation of the two component scores. It is generally realized that d scores are apt to be considerably less reliable than either of the contributing test scores alone. The general formula being: Tdd = 1 -Q :~~~. which is a function of the reliability of the two tests and the correlation between them. Recently Lord(?) and Cronbach and Gleser(3) have devised and discussed methods to ascertain the usefulness of d scores, particularly unreliable ones, for a variety of purposes. Two of these indices have a direct relevance for the person interested in interpreting d scores obtained from the VSMS and the S-B. The maximum risk index (&J is the maximum risk of making a false decision (accepting a d score as a true difference when it is not) when the obtained a

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Data were collected from 100 students enrolled in educational psychology, and 30 variables were intercorrelated and the factors analyzed. Of 7 factors extracted, 3 appeared of special importance: a factor of general achievement ability, which indicated that performance on case study tests was related to general ability to achieve; a factor of applicational ability, which indicated that case study tests may also be related to the ability to apply knowledge and included such favorable things as a good attitude toward teaching; a factor of knowledge of facts and principles that may be desirable in some situations but is not necessarily related to desirable qualities for a future teacher.