Negative attitudes toward older adults are thought to be prevalent within the American culture. However, research on attitudes presents conflicting results. In this study, 2 factors were hypothesized to influence reported attitudes toward older adutts: the attitudinal instrument used (a rating task vs. an open-ended task) and the types of attributes assessed (cognitive, personal-expressive, and physical ) . The results confirmed that attitudes toward older adults were negative relative to attitudes toward younger and middle-aged adults, but the pattern of negativity differed by task and attribute category. Negativity was most apparent in the open-ended task and in the physical category. These results indicate that although general, negative stereotypes may exist, older adults are viewed as multidimensional people with both positive and negative attributes.

Bloom (1956) pioneered the measurement of learning outcomes with a taxonomy of educational objectives, but educators often ignore affective learning objectives and focus on attaining cognitive objectives. This study examined student journals as a way to correct the overemphasis on cognitive objectives. Results suggested that course expectations and affective journal outcomes were important correlates of student evaluations of course outcomes even after controlling for the instructor, student gender, and student achievement. These findings have important implications for the use of student journals and for interventions aimed at increasing student evaluations of course outcomes.

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Differences between WISC-III and WISC-R IQs of 257 children (1 18 with Specific Learning Disability, 79 with Mental Retardation, and 60 who were not classified as disabled) were examined. As anticipated, the WISC-III and WISC-R IQs were highly correlated, ranging from .84 for the Full Scale IQs to .80 for the Performance IQs. The WISC-III Full Scale, Verbal, and Performance IQs were 7.2, 5.8, and 7.5 points lower than corresponding WISC-R values. The size of the difference between WISC-III and WISC-R IQs was correlated significantly with WISC-R (r = .34) and WISC-III (r = -.23) IQs. Differences in the size of the IQ drop were in part a function of disability group membership: Students with learning disabilities differed in the likelihood of increases and decreases in IQs in comparison to students with mental retardation. Sex was unrelated to the size of the IQ drop. Amount and direction of change were predicted by subtest scores. Importantly, high Object Assembly and Coding scores were primary factors in predicting increases in IQ, and higher Vocabulary scores predicted decreases in IQ.

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