The Eating Attitudes Test (EAT) was given to 310 male and 302 female undergraduate volunteers who represented a cross section of students enrolled at a regional university. The responses of the 612 subjects to the EAT items were factor‐analyzed separately by sex using a principal components procedure and a varimax rotation. Both males and females produced a six‐factor structure which accounted for approximately 40% of the variance (39.8% males, 42.4% females). Three factors were common to the sexes, and each sex produced three sex‐specific factors. The implications of these findings for the use of the EAT scale as a measure of attitudes toward food and eating in a nonanorexic population are discussed.

Two models, ability training and task analysis, are presently being used in the assessment and remediation of children's learning difficulties. Task analysis is currently more in vogue, while the ability or process training model has been widely criticized. This article argues that neither model adequately covers all the elements involved in diagnostic/prescriptive teaching. Instead, both models, used in combination, are required for complete coverage. In addition, each model needs revision and extension before its potential utility is realized.

The relationship between demographic variables and mental health status is reviewed. Utilization of service and severity of symptom are highlighted when possible. Field data based on sex, marital status, race, and age and collected at a southwestern mental health center are presented. By χ2 these variables are contrasted with system entry and diagnosis at entry. Women, white clients, and young adults utilized services with greater frequency and had less severe diagnoses. Results are discussed in terms of national trends and local utilization of the technique.

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