ADHD-related inattention is a relatively modest predictor of personality traits, as compared with hyperactivity-impulsivity. These findings have implications regarding the distinctiveness and etiology of Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.; DSM-IV-TR) ADHD types.

Personality differences between 39 adult children of alcoholics and 28 control subjects were evaluated using measures of self-disclosure, trust, and control. The former group had higher need for interpersonal control, but no differences between groups were found on trust or self-disclosure. Sex of the alcoholic parent was related to personality functioning. Subjects with alcoholic fathers had higher scores on the control measure, while subjects with alcoholic mothers had lower trust scores. For adult children of alcoholics small but significant correlations were found between distress associated with parental alcoholism and trust (lower) and reported involvement with alcohol (higher). These results provide some support for the hypothesis that the effects of parental alcoholism persist into early adulthood. The differences documented were modest and did not suggest dysfunction in the sample of adult children of alcoholics.

The effects of three forms of test feedback and text anxiety on test performance were examined within the context of a self-paced, criterion-based course in educational psychology. 73 undergraduate students completed seven units of work and were evaluated by computer-administered unit tests. Students were randomly assigned to one of three test feedback forms: (1) item-by-item knowledge of responses, (2) answer-until-correct, and (3) delayed feedback. Students received their assigned feedback during the first two units, after which they were allowed to choose. Test anxiety was measured prior to testing on Sarason's Test Anxiety Scale and during testing on an item administered by the computer program. Students who reported high test anxiety on the Test Anxiety Scale experienced more anxiety during testing than students reporting low test anxiety. Anxiety during testing was not related to type of feedback, and the two variables were not related to course performance on the second unit. Data collected at the conclusion of the semester indicated that students who reported higher test anxiety required more attempts to pass unit tests than those reporting lower test anxiety. Given a choice, students preferred answer-until-correct feedback. This preference was not related to Test Anxiety Scale scores. Anxiety during testing was not related to being allowed to choose forms of feedback.

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