Research literature on the selection interview since 1949 is reviewed. Major sections include validity studies, studies dealing with the accuracy of information obtained in the interview, and analytic and model-testing studies. Recurring evidence suggests that the interview may be most successful if limited to the assessment of personal relations and career motivation. Recent analytic studies involving content analyses and decision-making processes show promise of providing new insights into the interview process. (75 ref.)

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250 male students were assigned to 4 conditions of task predictability, 3 retention intervals, and 2 levels of training in a 4 X 3 X 2 design. Predictability was determined by irregular step-function tasks that differed in the proportions of systematically repeating (predictable) targets, ranging from fixed to random sequences. Integrated absolute error served as a performance criterion. In addition, 6 indexes of temporal-spatial patterning were obtained. Results showed greatest improvement and greatest absolute retention losses for the fixed task and a fixed-direction task added to the design. Intermediately predictable tasks did not differ in error from the random task; however, differences in response organization were found among all tasks. Results suggest the nature of changes in response organization, and indicate that timing may be most crucial for acquiring and maintaining skill. (24 ref.)

Ss were trained on a pursuit tracking task with an irregular step-function input. Cues for coding the task were introduced via pretraining and rehearsal of a numerical code and by display overlays in a 2X2X3 design. 3 levels of specificity of cues were provided by the overlays with the most specific condition providing a numerical code like that of pretraining. The results showed that both pretrairrfng and display coding facilitated early reduction of tracking error, but that neither these nor rehearsal of the numerical code affected retention performance after 1 wk. Taken together, these findings suggested that the verbal and display cues were used in the early coding of the task, but were less important later in practice and at retention.

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