Through use of confirmatory maximum likelihood factor analysis in conjunction with the LISREL V computer program devised by Jöreskog and Sörbom, an evaluation was made of the validity of higher-order ability constructs in structure-of-intellect tests all containing semantic content and operations of cognition or evaluation. The hypothesized first-, second-, and third-order factors were all reproducible with every one of the estimated factor loadings being significant beyond the .01 level. Although the first- and second-order factors were shown to be reproducible and statistically separable, the high intercorrelations among the six first-order product factors and the two second-order operations factors would suggest from a practical standpoint that the single third-order factor of semantic content would constitute a plausible alternative for accounting for much of the covariance among the test variables.

This study examined (1) the predictive validity of the Coopersmith Self-esteem Inventory (CSI) relative to each of the criterion measures representing communication satisfaction toward each parent as measured by Bienvenu's Adolescent Communication Inventory and feelings toward each parent as measured by Low-man's Inventory of Family Feelings and (2) the differential validity of the self-esteem, communication satisfaction, and feelings toward each parent measures serving as predictor variables of the nominal criterion measure of learning disabled (LD), emotionally disturbed (ED), and normal (N) adolescents. The sample included 60 adolescents with 20 in each of the three groups (LD, ED, or N). In fulfilling the first purpose, Pearson correlation coefficients were determined which revealed that the self-esteem measure was significantly correlated with the mother communication satisfaction measure ( r = .74, p <.01) and the feelings toward mothers measure ( r = .56, p <.01). Relative to the second purpose, discriminant analysis procedures revealed significant results for one function (Canonical correlation = .74, X 2 = 46.30, Wilk's Lambda = .42, df = 14, p <.001). The self-esteem, mother communication satisfaction, and feelings toward mother measures were significant discriminators (all p <.01) between the LD and N and the ED and N groups. No significant differences were apparant between the LD and ED groups. The results provided some support for the validity of the CSI. It was recommended that replication and cross-validation studies be conducted.

With this issue, Dr. Dennis M. Roberts of the Department of Educational Psychology of the Pennsylvania State University is replaced by Dr. Lewis R. Aiken, Jr., of the Department of Psychology of Guilford College as Assistant Book Review Editor. The Book Review section of EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT is not a book approval section. Readers may expect adverse comments. We discourage invidious comparisons with competing books. We prefer to publish reviews on educational and psychological measurement, statistical and other methods applicable to educational and psychological research, and on applications of computers. In general, reviewers are assigned books to review by the review editors with attention to their abilities and interests. Persons wishing to volunteer a review should query the book review editor to obtain permission in order to avoid undue duplication.

page. One obtains the feeling that one is receiving the &dquo;skim&dquo; of the material. It is realized that in its not being intended for sophisticated psychology students the book stresses the practical; however, in removing the more technical and detailed aspects of the theorists, the extract or &dquo;meat&dquo; appears to have been thrown out as well. What remains is a quite superficial description of the theories. It is

Remarks on Jackson’s &dquo;Review&dquo; of Block’s Challenge of Response Sets. JACK BLOCK .......................... 499 Balanced Scales, Item Overlap and the Stables of Augeas. DOUGLAS N. JACKSON ................................. 502 Anastasi’s Testing Problems in Perspective: Twenty-fifth Anniversary Volume of Topical Readings from the Invitational Conference on Testing Problems. PETER A. TAYLOR ....... 507 Cartter’s An Assessment of Quality in Graduate Education. PETER A. TAYLOR AND SUSAN F. FORD .................... 511 Rozeboom’s Foundations of the Theory of Prediction. LEWIS R. AIKEN, JR......................................... 514 Courts’ Psychological Statistics: An Introduction. THOMAS A. TYLER ............................................ 515 Luce, Bush and Galanter’s Handbook of Mathematical Psychology. ROBERT W. EARL AND DAVID WOLTER ............ 519 Dunn’s Basic Statistics: A Primer for the Biomedical Sciences. PETER A. TAYLOR ..................................... 529 Hoel’s Elementary Statistics. JAMES A. WALSH ............. 532 Suits’ Statistics: An Introduction to Quantitative Economic Research. LEWIS R. AIKEN, JR.......................... 533 Elzey’s A Programmed Introduction to Statistics. PETER A. TAYLOR AND SUSAN F. FORD ............................ 534 Lindvall’s Defining Educational Objectives. WILLIAM B. MI-

Abacs approximating the product-moment correlation for both explicit and implicit selection are presented. These abacs give accuracy to within .01 of the corresponding analytic estimate.

are presented, with a statement of the underlying assumptions and practical illustrations. The first three chapters consider fundamental topics, including statistical inference, the function of randomization, methods of increasing the accuracy of experiments, the number of replications for tests of significance, the number of replications for prescribed limits of error, and the statistical analysis of the results. The method of least squares is described, and from this the reader is led to the estimation of treatment effects and the elements of the analysis of variance. Various subdivisions of the sum of squares for treatment are considered, including subdivision into single components, and incomplete subdivisions. Among the other topics considered are methods of handling missing data in the analysis, the analysis of covariance, and the effects of errors in the assumptions underlying the analysis of variance. The main section of the book, Chapters 4 to 13, is devoted to various classes of experimental designs. Some of these will be familiar

Theory and Methods of Scaling, by Warren S. Torgerson. New York: John Wiley and Sons, Inc., 1958. Pp. xiii + 460. This is an excellent and much-needed book which thoroughly covers the major developments in psychological scaling up to 1956. It consolidates the literature in a highly satisfactory manner, covering the topic more completely and in a mathematically and theoretically more sophisticated manner than does J. P. Guilford’s Psychometric Methods, which has previously been the major onevolume source on scaling. The first two chapters, &dquo;The Importance of Measurement in Science&dquo; and &dquo;The Nature of Measurement,&dquo; might well be included