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Educational Testing ServiceScores on 12 aptitude and achievement tests for 11,743 subjects, subdivided into four groups according to intelligence and socioeconomic status, were used. A technique, developed by Joreskog, for simultaneously factor analysing data from several populations was used to determine whether there was factorial invariance over the four groups. A model, in which the same factor pattern (matrix of factor loadings) is assumed to hold for the four groups, was fitted to the data. Goodness-of-fit indices suggested that the model fitted satisfactorily. Differences in the factor dispersion matrices and mean factor scores for the subpopulations are then examined and discussed.

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The direction of the facilitative effect of questions inserted at intervals in prose material was examined in terms of the textual distance of particular information in the passage from the inserted questions and the relationship between the information tested by the inserted questions and that tested by the criterion test items. The subjects consisted of 140 undergraduate teacher education students obtained as paid volunteers. Results showed that the initial effect of inserted questions may be forward, shaping appropriate inspection behaviors. In addition, superior performance on pages immediately after questions suggested a forward effect mediated through increased attentiveness. Superior performance on criterion items dealing with the same section of text as the inserted questions, but constructed so as to exclude the possibility of direct transfer, suggested a facilitative review effect-the facilitation resulting from the memory search initiated by the inserted questions.

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