Problem-behavior rating scale data on elementary-aged learning disabled and normal boys were factor analyzed according to the Quay and Peterson (Note 1) procedures. Somewhat different factors were identified for normal and learning disabled groups. The discussion focuses on the implications of the findings for a current issue in child psychopathology — hyperactivity as distinct from other conduct problems — and for classifying youngsters' behavior and emotional problems.

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Studied the impact of differential resultant achievement motivation (RAM) on the Zeigarnik effect and on postexam error-correcting performance of 624 undergraduates in an anthropology course. Ss were classified into 3 RAM levels from scores on Mehrabian's Resultant Achievement Motivation Scales. After taking a midsemester course examination, all Ss were asked to recall test items. Approximately 1/2 of the group received feedback on their initial test performance. 2 wks. later all Ss were given an unannounced retest on the same exam. The Zeigarnik effect was not found to be related to RAM. High-RAM females more frequently made corrections to initially-failed items than low-RAM females. Feedback was more effective than no feedback at each RAM level for both sexes.

Adolescent boys and girls aged 14 to 18 years, identified as either behaviorally disordered or normal, were rated by their teachers on the Behavior Problem Checklist. Analysis of these ratings revealed significant differences for pupil category, Behavior Problem Checklist dimension, and category by dimension interaction, but no significan differences for sex alone or in interaction with other factors. Behaviorally disordered and normal pupils were best discriminated from one another on the basis of Conduct Disorder and Personality Problem. Implications for further research and special educational practices based on the present findings were discussed.