Volume 48 (2006), Issue 4: Contents

This issue opens with an editorial by Klaus D. Kubinger, who frames the collection of studies that follow. The contributions range across developmental psychology, statistical methodology, and applied assessment, giving the issue a fairly broad reach for a single number.

Gisa Aschersleben contributes a piece on how action control begins to take shape in early childhood, looking at the first signs of children learning to steer and coordinate their own behavior.

On the methodological side, Alexander von Eye, together with Maxine von Eye and G. Anne Bogat, sets two statistical tests against each other. Their focus falls on multinormality and symmetry, and the paper weighs how the two procedures perform when put to comparable use.

Joachim Häusler turns to computerized adaptive testing, specifically the problem of controlling for success in an adaptive setting. The question he takes up is how test difficulty can be steered so that results stay meaningful as items adjust to the person being tested.

Thomas Merten examines the Silhouettes subtest from the VOSP, drawing on data from neurological patients. The analysis considers what the measure reveals, and where its limits lie, when applied to that clinical population.

Closing the issue, René T. Proyer asks whether the connection between vocational interests and intelligence holds up regardless of how each is measured. His concern is generalization: do the reported relationships survive a switch in assessment method, or do they depend on the particular instruments chosen?