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Chapter 7 — Statistical Concepts: Creating New Scores to Interpret Test Data

1. Which of the following is NOT true about criterion-referenced testing?

a. They are used when one whishes to compare a test score to a predetermined value or a set criterion.
b. Many states have gone to using criterion-referenced testing as a result of the recent passing of No Child Left
Behind legislation.
c. They are useful when one is wishing to compare a score to an individual's peer group.
d. As compared to norm-referenced testing, they are an alternative way of understanding test scores.

ANSWER: c
POINTS: 1
REFERENCES: Norm Referencing Versus Criterion Referencing

2. If you have the raw scores of two individuals on a norm-referenced test, which of the following is important in terms
of making meaning of those scores?
a. Measures of central tendency (mean, median, mode)
b. The relative positions of the scores to the rest of the group
c. Whether higher scores are better than lower scores
d. How an individual feels about his or her score
e. All of these are important.

ANSWER: e
POINTS: 1
REFERENCES: Norm Referencing Versus Criterion Referencing

3. On normally distributed curves, which of the following is NOT true?

a. The percentile rank mean is always p = 50.
b. The mean of z scores is always 0.
c. The mean of the standard deviation is 0.
d. The mean of standard scores vary as a function of the type of standard score (e.g., T score mean is 50, DIQ
mean is 100).
e. The mean of the publisher type score varies as a function of the publisher.

ANSWER: c
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

4. Which of the following is NOT always true?

a. If you know the z score, you can determine a percentile by looking at a conversion chart.
b. If you know the z score, you can determine most common standard scores (e.g., T score, DIQ, SAT, NCE,
etc.).
c. If you know the z score, you can determine the standard deviation of the test.
d. All of these are true.

ANSWER: c
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

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Chapter 7 — Statistical Concepts: Creating New Scores to Interpret Test Data

5. Which of the following is NOT true?

a. DIQs are generally used with tests of intelligence.
b. T scores are generally used with personality tests.
c. Sten scores are generally used with personality inventories and questionnaires.
d. Stanines are generally used with achievement tests.
e. All of these are true.

ANSWER: e
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

6. Jill Jacobs receives a grade equivalent score of 10.6 on a national reading test. She is in the ninth grade. Which
statement is most true about Jill?
a. Her reading ability is equal to students at the 10th grade level.
b. Based on this score, no conclusions can be drawn.
c. Jill is doing better than the average student in her grade level.
d. Jill is doing worse than the average student in her grade level.
e. None of these are true.

ANSWER: c
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

7. If you convert a group of z-scores to DIQ's, you will:

a. change the distribution on the curve.
b. decrease the mean.
c. decrease the median.
d. keep the original shape of the raw score distribution.

ANSWER: d
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

8. Which statement is usually NOT true about all norm-referenced standardized achievement tests?
a. About 50 percent of all those who take the test will be below the median.
b. The higher the standard error of measurement, the lower the reliability.
c. The standard deviations are always the same, regardless of test publishing company.
d. All of these are true.

ANSWER: c
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

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Chapter 7 — Statistical Concepts: Creating New Scores to Interpret Test Data

9. Given N = 600, M = 40, SD = 10 (Normal Distribution), approximately how many individuals would you expect to
score between 20 and 30?
a. 12
b. 204
c. 300
d. 84

ANSWER: d
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

10. Which of the following represents the best description of a DIQ?

a. z(Mean) + SD (M = 15, SD = 100)
b. z(Mean) + SD (M = 100, SD = 15)
c. z(SD) + Mean (M = 15, SD = 100)
d. z(SD) + Mean (M = 100, SD = 15)

ANSWER: d
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

11. If z = −2.0, which of the following is NOT correct?

a. T = 30
b. DIQ = 70
c. Percentile = 2
d. SAT = 200
e. Stanine = 1

ANSWER: d
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

12. If z = 3.0, which of the following is NOT correct?

a. T = 80
b. DIQ = 145
c. SAT = 800
d. NCE = 99
e. Sten = 9

ANSWER: e
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

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Chapter 7 — Statistical Concepts: Creating New Scores to Interpret Test Data

13. A test to measure psychotic tendencies was given to a group of 1,000 potential air force cadets who wished to work
in nuclear silos. Any cadet who scored at or over 64 would be eliminated. The mean of the test was 52 and the
standard deviation was 12. Out of the 1,000 cadets how many were accepted?
a. 160
b. 340
c. 560
d. 840

ANSWER: d
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

14. A test to measure psychotic tendencies was given to a group of 1,000 potential air force cadets who wished to work
in nuclear silos. Any cadet who scored at or over 64 would be eliminated. The mean of the test was 52 and the
standard deviation was 12. Of the following scores, which is the highest z-score someone could receive and still be
accepted to work in the silos?
a. 0
b. 1.5
c. 2
d. 2.5
e. 3

ANSWER: a
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

15. A personality test that measures self-actualizing values uses T-scores. On the "self-awareness" scale, Bethany
receives a score of 70 while Edwina obtains a score of 40. At approximately which percentiles do these scores fall?
a. Bethany: 98; Edwina: 34
b. Bethany: 95; Edwina: 16
c. Bethany: 95; Edwina: 34
d. Bethany: 98; Edwina: 16

ANSWER: d
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

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Chapter 7 — Statistical Concepts: Creating New Scores to Interpret Test Data

16. Joshua obtained a score of 550 on the SATs (M=500, SD=100) and a score of 95 on the WAIS-III (M=100,
SD=15). On which test did he do better?
a. WAIS-III
b. SATs
c. He performed equally well on both tests.
d. This cannot be determined.

ANSWER: b
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

17. An individual receives a DIQ score of 73. Taking into account standard error of measurement (SEM), what is his
"true score" 68 percent of the time if test-retest reliability is .96?
a. 61 - 85
b. 67 - 79
c. 70 - 76
d. 71.5 - 74.5
e. None of these

ANSWER: c
POINTS: 1
REFERENCES: Standard Error of Measurement

18. An individual receives a DIQ score of 73. Taking into account standard error of measurement (SEM), what is his
"true score" 95 percent of the time if test-retest reliability is .96?
a. 12 points
b. 6 points
c. 3 points
d. 1.5 points
e. None of these

ANSWER: b
POINTS: 1
REFERENCES: Standard Error of Measurement

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Chapter 7 — Statistical Concepts: Creating New Scores to Interpret Test Data

19. An individual receives a T score of 73 on a test that measures empathic ability. Taking into account standard error of
measurement (SEM), what is his "true score" 68 percent of the time if test-retest reliability is .75?
a. 25 points
b. 10 points
c. 5 points
d. 2.5 points
e. None of these

ANSWER: c
POINTS: 1
REFERENCES: Standard Error of Measurement

20. An individual receives a T score of 73 on a test that measures empathic ability. Taking into account standard error of
measurement (SEM), what is his "true score" 95 percent of the time if test-retest reliability is .75?
a. 25 points
b. 10 points
c. 5 points
d. 2.5 points
e. None of these

ANSWER: b
POINTS: 1
REFERENCES: Standard Error of Measurement

21. An individual being tested for a gifted program scores a 132 on the Cognitive Ability Test (CogAT), which has a
mean of 100 and a standard deviation of 16. There is a .40 correlation between the CogAT score and success as
measured by GPA in the gifted program, which has a weighted mean of 4.3 with a SD of .2. Use the Standard Error
of the Estimate (SEest) to predict where this students GPA will fall 68 percent of the time.
a. 4.7 ± .18
b. 4.3 ± .2
c. 4.5 ± .4
d. 4.7 ± .15
e. None of these

ANSWER: a
POINTS: 1
REFERENCES: Standard Error of Estimate

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Chapter 7 — Statistical Concepts: Creating New Scores to Interpret Test Data

22. An individual being tested for a gifted program scores a 132 on the Cognitive Ability Test (CogAT), which has a
mean of 100 and a standard deviation of 16. There is a .40 correlation between the CogAT score and success as
measured by GPA in the gifted program, which has a weighted mean of 4.3 with a SD of .2. Use the Standard Error
of the Estimate (SEest) to predict where this students GPA will fall 95 percent of the time.
a. 4.7 ± .36
b. 4.3 ± .4
c. 4.5 ± .8
d. 4.7 ± .28
e. None of these

ANSWER: a
POINTS: 1
REFERENCES: Standard Error of Estimate

23. Which scale of measurement is being used when comparing achievement test scores of different school systems?
a. Nominal
b. Ordinal
c. Interval
d. Ratio

ANSWER: c
POINTS: 1
REFERENCES: Scales of Measurement

24. Which scale of measurement is being used if assigning numbers based on different professional affiliation (e.g.,
counselors, social workers, psychologists, psychiatrists)?
a. Nominal
b. Ordinal
c. Interval
d. Ratio

ANSWER: a
POINTS: 1
REFERENCES: Scales of Measurement

25. Which scale of measurement would you use if measuring height and weight differences among ethnic groups?
a. Nominal
b. Ordinal
c. Interval
d. Ratio

ANSWER: d
POINTS: 1
REFERENCES: Scales of Measurement

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Chapter 7 — Statistical Concepts: Creating New Scores to Interpret Test Data

26. In norm referencing, test scores are compared to a group of individuals called the norm group or peer group.
a. True
b. False

ANSWER: True
POINTS: 1
REFERENCES: Norm Referencing Versus Criterion Referencing

27. If an individual's percentile rank is 84, he or she got 84 percent of the items correct.
a. True
b. False

ANSWER: False
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

28. A standard deviation of 2 is a percentile rank of about 98.

a. True
b. False

ANSWER: True
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

29. Percentiles are a reflection of the distribution of scores along a curve.

a. True
b. False

ANSWER: True
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

30. NCEs range from 1 to 99 along the bell-shaped curve, but as opposed to percentiles, they are in equal units along
curve.
a. True
b. False

ANSWER: True
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

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Chapter 7 — Statistical Concepts: Creating New Scores to Interpret Test Data

31. If a child is in grade 4.3 and receives a grade equivalent of 7.2 on an achievement test, he or she is achieving at the
7.2 grade level.
a. True
b. False

ANSWER: False
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

32. A stanine of 4 falls at the same percentile as a DIQ of 72.

a. True
b. False

ANSWER: False
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

33. The area between +1 and −1 standard deviations on a normal curve would include approximately 84 percent of the
population.
a. True
b. False

ANSWER: False
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

34. Using z-scores gives an individual the potential of comparing test scores on different types of tests.
a. True
b. False

ANSWER: True
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

35. A student received a score on a norm-referenced standardized test that was −2 z-scores below the mean. This
person scored better than approximately 16 percent of his or her norm group.
a. True
b. False

ANSWER: False
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

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Chapter 7 — Statistical Concepts: Creating New Scores to Interpret Test Data

36. Though the common usages of DIQs, percentiles, stanines, T-scores, and Grade Equivalents may imply a different
type of test, they all measure the relative position of an individual as compared to the norm group.
a. True
b. False

ANSWER: True
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

37. On a normally distributed curve, raw scores may become meaningful if you know the standard deviation and mean
of the group.
a. True
b. False

ANSWER: True
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

38. If your score on a test is 85 and the mean is 50, you have to have scored above the 84th percentile.
a. True
b. False

ANSWER: False
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

39. Age comparisons allow a person to compare his or her score at a specific age to the mean and standard deviation of
individuals in his or her age peer group.
a. True
b. False

ANSWER: True
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

40. No Child Left Behind shows how norm-referenced testing can be used to increase student scores and shows the
government's financial commitment to assuring that all children can achieve.
a. True
b. False

ANSWER: False
POINTS: 1
REFERENCES: Norm Referencing Versus Criterion Referencing

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Chapter 7 — Statistical Concepts: Creating New Scores to Interpret Test Data

Exhibit 7-1
Assume a normal curve and that the mean of the raw scores is 8, the standard deviation is 2.65, and the test-retest
reliability is .84. If an individual who is in grade 5.6 received a score of 10, answer the following questions:

4 7 8 8
14 12 10 9
8 8 7 4
9 10 12 14
41. Refer to Exhibit 7-1. What is the z score?
ANSWER: .75
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

42. Refer to Exhibit 7-1. What is the individual's approximate percentile?

ANSWER: 77
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

43. Refer to Exhibit 7-1. What is the T score?

ANSWER: 57.5
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

44. Refer to Exhibit 7-1. What is the Deviation IQ?

ANSWER: 111.25
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

45. Refer to Exhibit 7-1. What is the stanine?

ANSWER: 7
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

46. Refer to Exhibit 7-1. What is the sten score?

ANSWER: 7
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

47. Refer to Exhibit 7-1. What is the SAT Type Score?

ANSWER: 575
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores
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Chapter 7 — Statistical Concepts: Creating New Scores to Interpret Test Data

48. Refer to Exhibit 7-1. What is the ACT Type Score?

ANSWER: 24.75
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

49. Refer to Exhibit 7-1. What is the National Curve Equivalent (NCE)?
ANSWER: 65.8
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

50. Refer to Exhibit 7-1. What is the Publisher Type Score (given that the M = 80 and SD = 20)?
ANSWER: 95
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

51. Refer to Exhibit 7-1. Make a statement about the individual's Grade Equivalent.
ANSWER: Since the individual scored higher than the mean, his or her grade equivalent is higher than 5.6.
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

52. Refer to Exhibit 7-1. Based on a person's Publisher Type Score (where the M = 80 and SD = 20), what range will
this person's score likely fall within 68 percent of the time?
ANSWER: 87 through 103
POINTS: 1
REFERENCES: Standard Error of Measurement

53. Refer to Exhibit 7-1. Based on a person's Publisher Type Score (where the M = 80 and SD = 20), what range will
this person's score likely fall 96 percent of the time?
ANSWER: 79 through 111
POINTS: 1
REFERENCES: Standard Error of Measurement

54. Refer to Exhibit 7-1. Scores with this instrument correlate .50 with 6th grade GPA. If the 6th grade GPA has a mean
of 3.0 and a SD of .3, predict the GPA range this students grades will fall 68 percent of the time.

ANSWER: SEest = = .26. Conversion = .75(.3) + 3.0 = 3.23, hence, 3.32 ± .26 or 2.97 to 3.49.
POINTS: 1
REFERENCES: Standard Error of Estimate

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Chapter 7 — Statistical Concepts: Creating New Scores to Interpret Test Data

Exhibit 7-2
In order to evaluate a graduate program in psychology, a decision is made to compare the scores of the recent
graduates on the national licensure exam to scores nationally. The internal consistency reliability of the test = .84.
The program therefore follows up with their students and finds 24 students who have taken the exam in its most
recent form. The scores of the students in the program are as follows:

140 135 141 142 122 142

142 119 168 157 156 132
164 157 147 156 136 149
138 142 138 137 142 154

Given information:
Mean = 144; Median = 142; Mode = 142; Range = 50
55. Refer to Exhibit 7-2. Find the interquartile range.
ANSWER: (154 − 137)/2 = 17/2 = 8.5
POINTS: 1
REFERENCES: Measures of Variability

56. Refer to Exhibit 7-2. Find the standard deviation of the students in the graduate program.
ANSWER: 11.72
POINTS: 1
REFERENCES: Measures of Variability

57. Refer to Exhibit 7-2. Knowing that the national mean is 134 with a SD of 19.0, write a statement as to how this
school's students have done as compared to the national group.
ANSWER: Although the national groups mean is lower, its variability (standard deviation) is considerably
higher. Thus, there is quite a lot of overlap between the two groups. It would be difficult to say
which group did "better" as the national group had a larger percentage of individuals scoring higher
(and lower), while the graduate program had a larger number of students score in the mid range
and somewhat higher than mid range.
POINTS: 1
REFERENCES: Norm Referencing Versus Criterion Referencing

58. Refer to Exhibit 7-2. Use the national mean of 134 and national standard deviation of 19.0. If an individual received a
raw score of 142, what is his or her standard score (publisher score) on the national test if the mean and standard
deviation of the publisher score was 150 and 20 respectively?
ANSWER: (142 − 134)/19 = .42
z(20) + 150 = 158.4
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

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Chapter 7 — Statistical Concepts: Creating New Scores to Interpret Test Data

59. Refer to Exhibit 7-2. If a decision was made to use NCE type scores, what score would the individual who obtained
a raw score of 142 receive?
ANSWER: .42(21.06) + 50 = 58.85
POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

60. Refer to Exhibit 7-2. Approximately what percentage of the group scored higher than this individual?

ANSWER: approximately 34% (since student is in the 66th percentile)

POINTS: 1
REFERENCES: Normative Comparisons and Derived Scores

61. Refer to Exhibit 7-2. Considering the fact that all tests have error, what is this individual's standard score (publisher
score; M= 150, SD = 20) 68 percent of the time?

ANSWER: SEM = = 8; so 158.4 ± 8 or 150.4 to 166.4

POINTS: 1
REFERENCES: Standard Error of Measurement

62. Refer to Exhibit 7-2. Considering the fact that all tests have error, what is this individual's standard score (publisher
score; M = 150, SD = 20) 95 percent of the time?

ANSWER: SEM = = 8; so 158.4 ± 8 ± 8 = 142.4 through 174.4

POINTS: 1
REFERENCES: Standard Error of Measurement

63. Refer to Exhibit 7-2. A graduate psychology student has a 3.65 GPA, where the psychology program's mean is 3.6
and SD is .1. Faculty have found a .60 correlation between students' GPA and their national licensure exam
publisher score (M = 150, SD = 20). Knowing our students GPA, we could predict her score to fall in what range on
the national licensure exam 68 percent of the time?

ANSWER: SEest = = 16; z score = = .5; convert = .5(20) + 150 = 160; so 160 ±
16 or 144 to 176 (68% of the time)
POINTS: 1
REFERENCES: Standard Error of Estimate

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Chapter 7 — Statistical Concepts: Creating New Scores to Interpret Test Data

64. Fill in the blanks for the information listed below. Please note that the publisher uses the same mean and standard
deviation for the three types of tests. For grade equivalent, simply state if Charlie Brown scored at his grade
equivalent, or higher or lower than his grade equivalent. (Given: publisher mean = 120).

Name of Student: Charlie Brown Date of Birth: 1/8/80 Grade: 10.1

Raw Publisher NCE Nat'l Stanine GE

Score Score Score Percentile
Reading: 52 120 _____ _____ _____ _____
Math: 83 _____ _____ 84 _____ _____
Vocabulary: 22 100 _____ 16 _____ _____

Name of Student: Charlie

Date of Birth: 1/8/80 Grade: 10.1
ANSWER: Brown

Raw Publisher NCE Nat'l Stanine GE

Score Score Score Percentile
Reading: 52 120 50 50 5 10.1
Math: 83 140 71.06 84 7 > 10.1
Vocabulary: 22 100 28.94 16 3 < 10.1
POINTS: 11
REFERENCES: Normative Comparisons and Derived Scores

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Jones is among the lame ducks, and pretty roughly plucked at

that. But he still avers that if the furnaces had only paid a good price
for the ore at the outset, or Wilkins had only helped him to sustain
the market when he asked him, he should have been the master of
a pretty snug little fortune. If he only had it now, he would charter a
steamer, and take his own freight and passengers for the gold
mines.
The Hawk and Buzzard appears to have been “pidgeoned,” for
the last time I passed that way the house was shut up. The business
having amused itself by stepping over to the Roaring Lion, while the
Hawk and Buzzard had flown to the city, “to watch the market.”
Crispin “would only like to have one of those fellows tied for a
while, until he had expressed his opinion on him with a stirrup.”
Smith appears to be solicitous to “make them intimately
acquainted with the red-hot end of a poker—he’d smelt ’em, dam
’em, and crush ’em too!”
The “Dam,” the “Drift,” the “Cross-Cut,” the “Iron Pump” and the
“Adate,” you can see as you go wood-cock shooting next August—
but the “Steam-Engine” and the “Mill-Wheel” never arrived, owing to
some informality in the order given to the mechanics.
“The Crusher,” it is supposed, is in California with its friends.
G.R.G.

ADIEU, MY NATIVE LAND.

WORDS BY D. W. BELISLE.

ARRANGED FOR THE PIANO, BY JAMES PIPER.

My native land adieu;
Ye blooming, sunlit hills,
Ye mountains tipped with blue,
And lovely, dancing rills,
My
 heart is sad to part with scenes like you,
Ye much loved haunts of youth, adieu, adieu.

SECOND VERSE.

Sweet Memory, how my soul

Beats at thy magic touch!
’Tis strange that thy control
Can make us bear so much;
For, while my thoughts in sadness turn to you,
My heart in silence breathes a fond adieu!

Transcriber’s Notes:
Archaic spellings and hyphenation have been retained. Grammar has
been maintained as in the original. Punctuation has been corrected
without note. Other errors have been corrected as noted below. For
illustrations, some caption text may be missing or incomplete due to
condition of the originals available for preparation of the ebook.

Page 217, in the “Scientfic Halls,” ==> in the “Scientific Halls,”

Page 219, and platted his long ==> and plaited his long
Page 219, nicely platted queues ==> nicely plaited queues
Page 222, courtiers whom Lí ==> courtiers with whom Lí
Page 222, assidiously rubbing his ==> assiduously rubbing his
Page 224, I hav n’t it ==> I haven’t it
Page 225, has no othe ==> has no other
Page 227, to entercept the ==> to intercept the
Page 227, below. Unforfortunately, the ==> below. Unfortunately,
the
Page 236, many rejuvinated forests, ==> many rejuvenated forests,
Page 238, and wild-geraneum flowers ==> and wild-geranium
flowers
Page 239, fair daugher of the ==> fair daughter of the
Page 241, be poweful to cheer ==> be powerful to cheer
Page 244, fly-leaves was writen ==> fly-leaves was written
Page 251, was therefor, and ==> was therefore, and
Page 254, free and unbiassed ==> free and unbiased
Page 256, beloved and rewared ==> beloved and rewarded
Page 269, T’is hence that ==> ’Tis hence that
Page 275, Havn’t they got ==> Haven’t they got
Page 276, number off five; ==> number of five;
Page 276, The Bigest Lump ==> The Biggest Lump
*** END OF THE PROJECT GUTENBERG EBOOK GRAHAM'S
MAGAZINE, VOL. XXXIV, NO. 4, APRIL 1849 ***

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