Search

The PRINCE Project is a multidimensional approach to understanding politics and putting that understanding to work in order to accomplish political goals. It relies heavily on a systematic approach to the study of politics. At the same time, it consists partly of devices which can be used by even the most inexperienced student so he can move to his own desired level of skilled political analysis. The approach is flexible enough to allow it to focus on politics at the international, national and local levels and can serve educational, research and policy-analysis functions. This article briefly describes the educational, research and policy-making activities that have been undertaken by the project in recent years.

The article presents a rational analysis of certain concepts and their associated phenomena of clinical and applied psychology. Catinuum is unuiterrupted extent such that adjacent parts which are barely difierentiable in space or in a spatial model exhibit the same class character but when parts are sufficiently non-adjacent they exhibit different class characters. The catemenison is a dimension which is indicated only by a set of ordered categorical phenomena. It informs that it seems that the catscale technique is applicable wherever rating scales or tests are applicable.

This paper makes a distinction between ‘opinion leadership’ and traditional leadership in the process of directed change in underdeveloped areas. Using the case study method, an attempt is made to demonstrate that each of the two types of leadership is suited to a specific situation. Using support from Max Weber's argument that the traditional leader is free to confer grace quite arbitrarily, the potentiality of this type of leadership as an instrument for social change is discussed. [ABSTRACT FROM AUTHOR]

Summary T his report is concerned with the validity of measures of physical proficiency for the selection of Air Force officer candidates and the relationships of physical proficiency measures to leadership and personality measures. This paper is one in a series describing the evaluation of members of two Air Force Officer Candidate School (OCS) classes by means of assessment techniques administered during a three and one-half day period at the beginning of each class. The results of this study indicate that measures of physical proficiency are moderately interrelated and yield a total score with satisfactory internal consistency. The total physical proficiency score correlated only slightly with OCS military grades (essentially peers'estimates of future officer potentiality) and not at all with the other criteria, which included a highly valid intermediate officer effectiveness measure. Relationships between the physical proficiency score and other assessment and personality measures indicate that the candidate high on physical proficiency is not unlike the stereotype of the 'all American boy'-extroverted, energetic, assertive, and socially poised. It is concluded that physical proficiency measures are probably of little value in selecting individuals for officer training or other programs requiring small group leadership behavior. [ABSTRACT FROM AUTHOR]

The article focuses on the teaching of science for the development of student's creativity. Creativity in science implies the ability to make a discovery in science though such information is already known to others. According to the author, to promote creativity, the science teacher should encourage students to identify and state the problems. The author emphasized that the ability of the pupil to design experiments to solve the problems which is defined by the pupil is another aspect of science creativity. The author's theory about selected teaching methods such as problem solving, open-ended experiments and research projects, if taught under given conditions can promote student creativity in science classes.

This article presents a study that discusses various issues related to the construction and validation of a test aimed at measuring various aspects of scientific thinking in the curriculum of the first year college physics. The study is based on various assumptions. These assumptions are: scientific thinking represents numerous components and independent abilities, the abilities associated with scientific thinking may have a relation with abilities measured by intelligence and factual information tests, and the abilities involved in scientific thinking can be measured by paper and pencil tests which are constructed in an objective form.

The article discusses the advantages of the use of cassette tape recorders in English as a Second Language (ESL) composition correction. Its effectiveness has been compared with that of the use of a regular composition check-list or marginal notations. This method has been referred to as tape grading. ESL uses tape grading in pronunciation and conversation classes. However its use in composition classes is questionable on many grounds. The first major concern is whether students would be able to understand the teacher's voice on the tape satisfactorily and coordinate it with the red marks on their papers. Although this method requires a great deal of oral-aural skills on the part of foreign students, they prefers it as it makes a more precise comment on the errors than the standard comments on the paper margins. Four reasons have been listed which make the use of tape recorder preferable over other voice recording devices. These are low equipment cost, low tape cost, availability of playback facilities and possibility of editing and reuse.

This paper has two major purposes: (1) to present more detailed information than has been previously reported (Schneider & Bartlett, 1968) on the initial development of a measure of organizational climate; and (2) to explore a number of issues surrounding the question: who's view of an organization's climate do you use? [ABSTRACT FROM AUTHOR]

Studies of the effects of individual characteristics upon memory typically are concerned with the selective learning and forgetting of particular details of the original stimulus complex. Relatively little attention has been given to the question of possible reliable individual differences in the degree to which any detail is likely to be forgotten regardless of its semantic content. The purpose of the present paper is to inquire into the reliability of individual differences in leveling tendency, and to examine the relationship between leveling and various personality factors presumed to affect perceptual-cognitive style. The present hypothesis is that individuals indicating a preference for simple phenomenal experiences on this scale have relatively strong leveling tendencies. Leveling in the design recall task was significantly associated with leveling at the story recall task, indicating reliable individual differences in general leveling tendency. Furthermore, as predicted, individuals preferring simple rather than complex experiences tended to have high general leveling tendency scores. The Low-Complex individuals also tended to be highly ethnocentric, but the ethnocentrism measure was not significantly associated with leveling.

This article presents information related to the book "Information in industry, A Review." This is a collection of papers on various aspects and functions--and the book makes abundantly clear just how various they are--of procuring information and organizing it for use. Not the least of the services the book performs is to emphasize some facts frequently obscured by enthusiastic anticipation of great information centers, total coverage and electronic control: that information and communication are a matter of people, their skills and talents and of the need for good management of both.

The article presents a study on the ability of a student to balance a chemical equation in Florida. The methods of testing the ability of the student to balance chemical reactions by the utilization of multiple choice is presented in this article. A method called the sum of coefficients was used to measure the student's abilities. After the examination, the author became aware of certain types of errors that were negating the validity of the test scores. The details on the experiment which was designed to determine whether the errors were actually significant part of the student's grade was presented.

With the spread of automation it is becoming more important and at the same time harder to assess the effectiveness of training--never an easy task at the best of times. The author of this paper, originally presented to the meeting of experts on automation convened by the I.L.O. in Geneva in March 1964, outlines the new types of skills demanded by automated processes, discusses various criteria that can be used for evaluating training programmes and techniques, and, noting that both industry and outside institutions have specific contributions to make. to a training policy adapted to the particular conditions imposed by automation, suggests ways in which the gap between institutional and in-plant training could be closed. [ABSTRACT FROM AUTHOR]

Early skill is dependent upon the initial arousal of an intention, specifying an end state and containing minimal directions concerning means. Activated intention triggers constituent acts that are clumsily organized to achieve a desired end state, often with initial organization showing a preadapted pattern. Feedback shapes initially awkward patterns so that less attentional capacity is required. Further task analysis is made possible and more evolved directed action is constructed of previously constructed sequences now organized into higher- order arts. The role of play and modeling in the organization of constituents for task completion is explored. [ABSTRACT FROM AUTHOR]

The article focuses on a demonstration of topographic elevation and depression land features. The demonstrations aims to aid elementary and junior high school students' ability to visualize the third dimensional world of physical reality. The three demonstrations which will reduce the abstractness of contour elevation and depression to easily comprehend realities are being presented in this article. The elevation and depression of land features were presented and discussed. The demonstrations described in this article were presented because of the author's desire to share this instructional technique.

The article focuses on problem solving and decision making abilities being developed in students through science education. The basic aim of science education is to cultivate the ability of students to apply an experimental method of thinking. Cultivating the ability in students to make valid conclusions, as an integral part of the problem-solving method, is an important specific goal of science teaching. In relation to this, the results of an experimental study are presented in the article, which was conducted to test the efficiency of a problem-solving technique of teaching ninth-grade general science in terms of the students' ability to make conclusions. The study reveals that the students with good reading ability are more likely to show initial skill in the ability to infer, than are those not so well able to read. Also, mental ability and reading ability are very poor indications of the ability to improve one's skill in making conclusions.

The article presents a collection of research papers that explores the role of science education in the post war period. The issues that are discussed in this section are, the objectives of science education, the content and organization of the educational program, the permanency of new subjects in science introduced by the wartime program and the selection and preparation of teachers of science. Understanding the scientific method and developing skill in problem solving is emphasis upon. Emphasis is also put on the role of science in general education. A type of program organized around problems of contemporary life is recommended. Suggestions are also given for preparing four one-year core courses in secondary school science and differentiating the science curriculum into preprofessional science courses and courses for general education. The problem of selecting and training capable prospective science teachers, fulfilling the exacting requirements and of meeting the challenge of science in the new education is well attended.

This article discusses the effects of stress resulting from academic failure. This study explored the effects of the stress induced by an academic failure situation upon young children. First, it was hypothesized that children would react to failure in an area which was considered to be important to them by manifesting a lowered opinion of their abilities, that is, they would show a drop in the self concept. Further, it was thought that they would feel that the significant persons in their lives would think less highly of them following such a failure experience. Thus, changes would be manifested in several aspects of the child's self concept.

The article presents comments of the author to the article "Problems in the Analysis of Patterns of Abilities. Child Development," by David Feldman. The author said that to be useful reanalyses should add either new data or some new insight to the interpretation of existing data. According to him, Feldman's reanalysis unfortunately does neither. He comments on two issues that seem to be most important. In defining group pattern, the author feels Feldman fails to distinguish two related but separable questions.

The article discusses how well professionally trained people keep up with their technical literature. Variations in individual capabilities such as reading speed, searching skill, language facility, and variations in access to documents or translations can account for only relatively minor differences among individuals in what percentage they actually read of the outpourings of the technical presses. Differences in subject fields must account for more of the range of response. Despite assurance of ability to keep up, there remains need to detail, for the sake of those who can use the information, exactly how those who actually keep up have solved the problems of multiple languages, access to documents, and reading or skimming of very large numbers of documents.

This study extends the investigation begun by Hollos and Cowan (1973) into the effects of early social experience on the development of role-taking skills. It is argued that their threshold of verbal stimulation hypothesis was not adequately tested by their design because it did not provide more than 2 levels of early peer interaction, the factor stressed by Piaget as crucial for development. This limitation is addressed here by comparing the role-taking performance of 108 Israeli boys from kibbutz, moshav, and city settings. The results, indicating no differences in skill, support the conclusion of Hollos and Cowan that a basic amount of early social experience is necessary for development in this area, but that further experience of this type does not relate to differential skill. [ABSTRACT FROM AUTHOR]

The article presents a field study of nonverbal creativity. Most empirical investigations of creativity have used such easily accessible populations as school and college students, though studies of individuals whose professional productivity has been noteworthy provide an important exception. Thus, when the opportunity arose to examine the creative products of a heterogeneous sample of adults in a nonlaboratory setting, it seemed worthwhile to do so despite the lack of control over confounding variables, which is inherent in field investigations. In March 1969, a New York radio station held a "Little Green Things" contest. Listeners were invited to submit humorous and original hale green things, the best would receive a $300 prize and there were ten consolation awards of $20 each. The contest ended on Saint Patrick's Day, but no suggestion was made as to appropriate themes or the kind of product desired. Interest in examining these objects revolved around two problems. First, whether the degree of creativity shown by a product related to characteristics of the individual who contributed that product. In particular, whether nonverbal creativity is associated to a significant degree with either the sex or the socioeconomic status of the respondent.

The present experiments were designed to explore whether the length of the interval between decision and consequence might affect the amount of risk the decision-maker is willing to tolerate. The basic hypothesis of the study can be presented simply: the greater the delay between making a decision and experiencing its consequences, the greater the tendency to choose risky rather than conservative decision alternatives. Researcher M. Nisan's study was conceived in the framework of the expectancy times valence view of need for achievement. Implications of the findings are restricted to skill rather than chance situations whereas the present experiments are directed to the more generalized setting where specific pleasurable and painful consequences are involved and where outcomes are determined essentially by chance. The experimental hypothesis derives in part from intuition and anecdote. The hypothesis implies that the riskiness of racetrack wagers declines as post time approaches, that it is more difficult to change from a job that is a known quantity to a new job with unknown risks, the closer one comes to a committing decision, that anxious public speakers are easier to sign up several months in advance than when the date of the speech is close at hand, that it is easier to agree to surgery scheduled for next month than for next week. Many of these anecdotes invite multiple explanations, and one might even cite counter examples where risky decisions are impulsively made. The nature and conditions of the hypothesis become clarified when it is viewed in the context of approach-avoidance conflict theory.

The article examines the effects of instability in self-evaluation upon conformity and affiliation. To investigate the effects on conformity and affiliation of perceived inconsistency within one's own level of ability, two degrees of variability in performance, high and low, and three levels of mean performance, high, medium, and low, were manipulated within a factorial design. Conformity was measured in an Asch-type situation, and affiliation was measured by the subject's decision to participate in a future group discussion. Conformity increased significantly due to greater variability in attributed ability, irrespective of the levels of attributed ability. The overall affiliation tendencies also increased, though less significantly, due to greater variability in attributed ability. A significant variability X level interaction in the affiliation data showed that affiliation tendencies decreased for low variability conditions only as the level of attributed ability decreased. Subjects in the high ability and low variability condition in particular showed the maximum tendency to affiliate. The relationships between birth order and dependency with respect to conformity and affiliation were not significant. The results are explained in terms of social comparison theory and attribution theory.

Copyright of European Journal of Social Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article investigates whether or not the reliability of judgment will continue to be found when specific dimensions or aspects of schizophrenic thinking, that is, the potential intelligence exhibited in the response, the communicability of the response, and its position on a scale of concreteness-abstraction, are substituted for the general dimension of how schizophrenic each of these responses is. Moreover, as a more specific, supposedly more demanding task is substituted for the general one, will the gap in ability between the trained clinicians and the naive subjects increase, or will the performance of the naive subjects continue at its previous high level.

The article compares recall and recognition types measurement on verbal items, and their implications for deterioration testing. Inferences drawn from the foregoing results should be made with some caution because of the smallness of the sample and because certain factors, such as extent of deterioration and premorbid intelligence were not properly matched or controlled. It has been demonstrated that the disparity between recall and recognition measures of Vocabulary and Information is greater in individuals who have incurred Intellectual deterioration. This finding supports the earlier assumption that a recognition type of measurement provides a more accurate premorbid estimate of verbal ability.

The article cites a study that focuses on measurement of adult intelligence by drawings. The study was conducted with the purpose of determining whether or not the drawing technique of estimating intelligence could be applied to low ability male adults entering military service. Subjects of this study were U. S. Marine recruits suspected by members of the psychiatric unit as having poor intellectual abilities. The Drawing a Man Test was administered by one of two psychologists at the completion of the administration of a Wechsler individual intelligence scale.

Several studies of hypothesized hierarchies of early mathematics skills are discussed. These studies employed scaling and other psychometric methods for assessing hierarchical relations among learning objectives. Methodological issues in validating branching hierarchies are discussed, with particular reference to tests of disjunctive branches-instances in which learning either of 2 simpler objectives is sufficient for acquiring a more complex objective. The use of validated hierarchies in the construction of criterion-referenced placement and diagnostic test batteries are considered. [ABSTRACT FROM AUTHOR]

Copying in drawing requires many skills. 2 theoretically important abilities are visual analysis and drawing-rule utilization. In this experiment, training methods designed to improve preschool children's ability to analyze figures and to utilize drawing rules were compared in terms of their effects on figure discrimination and copying accuracy. Drawing-rule utilization resulted in improved copying accuracy but did not improve discrimination ability, while training in visual analysis resulted in improved discrimination ability but not improved copies. Further, increased improvement in figure discrimination was related to decreased copying accuracy. It was concluded that drawing rules are essential and that adequate visual analysis is a necessary but not sufficient prerequisite to the production of accurate copies. [ABSTRACT FROM AUTHOR]

Research by Lesser and his colleagues provides a focus for discussion of the problems of establishing valid patterns of abilities among different ethnic groups. Specifically, it is suggested that data transformation prior to forming group patterns and the use of a "best-fit" procedure for classifying individual pattern into groups rendered Lesser's results difficult to interpret if not misleading. Inasmuch as the avowed aim of research in this area is the determination of the intellectual strengths and weaknesses of groups and individuals, it was concluded that alternative methods are needed if this goal is to be achieved. [ABSTRACT FROM AUTHOR]

The relationships among the impulsivity-reflection dimension of conceptual tempo and the ability to inhibit movement and intelligence were studied in 50 black middle-class preschool children. The error and time scores on Kagan's Matching Familiar Figures Test were used to categorize children as reflective or impulsive. Maccoby et al.'s Draw a Line Slowly and Walk Slowly Tests, scored several ways, measured the child's ability to inhibit motor movement on request. The predicted relation between conceptual tempo and inhibition of movement was supported, more reflective children being significantly able to inhibit motor movement upon request than impulsive children. Ability to inhibit movement correlated positively and significantly with response latency and negatively and significantly with errors. Girls were more reflective and better inhibitors than boys. [ABSTRACT FROM AUTHOR]

To explore the nature of selective attention, scanning strategies were observed on haptic matching tasks involving task-relevant and task-irrelevant or redundant information. children in grades K, 2, 4 and 6 matched textured objects on shape or texture or matched crosses on size. Developmental differences varied with the property to be ignored and the extent to which attention was directed to the relevant property. The results suggest that selective attention is a multifaceted skill, with development of its parts progressing at different rates. [ABSTRACT FROM AUTHOR]

Investigates the factor structure of motor skills in young boys through factor analysis. Degree of relationship between motor skills and academic achievement and between motor skills and academic aptitude; Significant relationship found between motor abilities and measures of academic aptitude and academic achievement for first-grade boys.

Presents a study which measured children's verbal and nonverbal abilities, such as spatial and numerical, as well as total IQ in order to identify groups of children with discrepant abilities. Effect of childrearing practices on differential cognitive development in children; Details of the mother's actual mode of interaction with the child; Antecedents of nonverbal ability.

From data collected in one of several experiments carried out between 1936 and 1940 at the Cleveland Museum of Art for the purpose of investigating some aspects of children's art ability, 10 characteristics out of a large number of observed and itemized qualities in color drawings were selected: Representation, Color Use, Grouping, Intentional Asymmetry, Indefinite Shapes, Resemblance to Style, Motion, Use of Medium, Area Treatment, and Line Treatment. Each of these was divided into two categories: "Indifferent" and "Remarkable." These 10 dichotomous variables were then correlated with one another over all Ss (highest number 1011). This correlation matrix was factored, and three factors were retained for rotation to an interpretable solution. Factor I' was chosen, deliberately, to represent Age (chronological). Of the two other factors, which may be interpreted as nondevelopmental components (i.e., independent of chronological age), one emerged as a Style factor, quite closely related also to Shape and Color Use; the other was identified as representation of Motion, strongly sustained by the characteristics of planned Asymmetry and Grouping. The remaining four characteristics contribute in varying degrees to both of these factors. [ABSTRACT FROM AUTHOR]

The article presents information on a study related to the individual patterns in historical changes in Japan. In recent work with Japanese youth the author has attempted to study the living experience of historical change through intensive series of interviews with more than fifty young men and women between the ages of 18 and 25. He was thus able to observe, for periods of from several months to two years, intellectual and emotional fluctuations in a group particularly sensitive to historical change. Their sensitivity derived first, from their age group, since as young adults they were at a stage of life characterized by an urge to experiment with the ideologies and technologies which motor historical change; second, from their selection, as they were mostly undergraduates at leading universities in Tokyo and Kyoto, outstanding in theft intellectual, organizational, or creative abilities; and third, from their modem heritage--since recent generations of Japanese students and intellectuals have been unique in the impressive combination of eagerness, quick mastery, and inner resistance, with which they have embraced outside influences, not only during the years following World War II but from the time of the Meiji Restoration almost one hundred years ago.

The American citizen with a firm commitment to traditional concepts of freedom finds himself currently in a difficult position. If he has any degree of awareness of the meaning of the U.S. tradition he will see frequent violations on every hand. This article deals with the effect of current trends on creativeness and cultural freedom. Freedom lives only as it is dynamic. The faculty member or citizen who expresses himself forthrightly today is more likely to do so tomorrow than if he had today remained silent. An important step then in academic intellectual circles is to overcome fears and to lead.

The article discusses the relative frequency of significant findings, termed Significance Batting Averages (SBA), associated with classes of predictors and criteria, especially with regard to particular types of validity assessment. Study shows that aptitudes was the most frequently used predictor class while supervisor's evaluation was the most frequently used criterion class. Aptitudes had the highest of the predictor SBA, Achievement the highest of the criterion SBA. The conjunction of the predictor General Mental Ability with the criterion Achievement yielded the highest, stable SBA. Maximum Performance predictors had SBA markedly higher than Typical Performance predictors and direct assessment criteria were notably higher than Rating criteria which were in turn higher than Indirect assessment criteria in this respect.

This article describes societal criteria of organizational success. Management success is an elusive concept. It frequently represents a set of intermediate evaluations which, in turn, it is hoped are approximations of more ultimate criteria of organizational success. In addition to a focus upon multidimensional societal criteria of organizational success, the relationship of these several criteria to the abilities and personality characteristics of the manager of each organization was also of interest. Most previous attempts to measure the contribution of ability and personality characteristics to organizational success have utilized criteria of limited and insufficient relevance. The degree to which manager ability and personality affect the success of the organization would be expected to be related to the size of the organization. In large organizations, a variety of additional factors would undoubtedly attenuate the importance of the characteristics of any one manager, even though he might be at the highest level.

The degree to which managers felt their pay to be contingent upon their job performance was measured by a questionnaire to which 211 usable responses were obtained from middle and lower level managers. Job performance and ability measures were obtained from superiors' rankings and from self-ratings. It was predicted from the hypothesis that job performance = f (ability × motivation) and that for those managers who were low in ability there would be little difference between the high and low contingency groups in terms of their job performance. However, it was expected that for those managers who were high in ability there would be a significant difference between the high and low contingency groups. The results supported these predictions. [ABSTRACT FROM AUTHOR]

The article discusses the study conducted by S. R. Wallace and J. Weitz regarding the criterion problem in relation with measurement and personnel judgments. It says that the criterion is an array of interests, motives, and skills along with specific behaviors appropriate to the job. It mentions the sequence of criterion selection including the idea of the psychologist on an existing problem, a fuzzy concept of an ultimate criterion formulated by the psychologist, and finding the required data. It adds that the article entitled "Dimensional Problems of Criteria," by E. E. Ghiselli recognizes criterion in which Ghiselli introduces the concept of the dynamic dimensions of criteria.

The article offers information on the history of the International Association of Psychotechnology (IAP) and the development of the science of psychotechnology. It relates that Italian Ugo Pizzoli administered the tests of professional aptitude in 1901, while Hamburg, Germany-based professor William Stern coined the term psychotechnology in 1903. It explores the participation of Americans on IAP and its conferences. The article also discusses the association between psychotechnology and sociotechnology.

Until recently, the federal government has not considered urban education a matter of high national priority. The great land grants of the 18th and 19th centuries were designed for the benefit of rural populations in largely rural states. An elementary education enough to enable laborers to count change and to decipher a bill of lading was all that was required for most jobs. Skills were learned through apprenticeships; many professions, through internships; local citizenship and politics, through bloody noses. Post-elementary education was for the few. Irishmen and women were not welcomed. It was not until the lifetime of this writer that a high school education became a reasonable expectation for more than a small minority of the American population. It is within the lifetime of this writer's children that some form of college education has been a meaningful option for the children of the American majority. Even with substantial infusions of federal funds in recent years, urban education in central cities is facing a mounting financial crisis.

The article presents ideas for teachers, administrators and curriculum specialists in extending concepts and materials for the gifted child in science through the classroom or in-service level. Capsule reviews of selected references are included. Integrated skills and content were gathered from various parts of the United States to expand educational boundaries in Science. The emphasis has been placed on learning how to learn. The basic premise is that increasing the capacity for consistent self-direction will serve to realize the ultimate potential of the gifted child in science.

The article describes a study to determine what individual pupil abilities are developed as a result of exposure to programmed materials accompanied by related experiences supporting the scientific principles presented in the program. The hypotheses developed for the study are concerned with identifying and defining individual abilities operating in the realm of science and a comparison of the effect of three methods of obtaining scientific information on each of the abilities first arrive at those independent abilities most likely to be effected as a result of exposure to the experimental treatments in use, the “Structure of Intellect,” (Guilford, 1960) model is used as a theoretical base for identifying these abilities.

The article describes a study on the research ability of scientists. The author proposes that, among other intellectual powers such as intelligence, creativity and academic aptitude, there is also a discrete trait known as research ability. The investigation discussed in this report was predicated on two assumptions: that while the nature of such research ability can hardly be studied with precision or in quantitative terms, it can be investigated qualitatively; and that such research ability would be best understood by those researchers who also spend much of their time and effort in selecting and in training other researchers including university professors.

The article specifies the need for an activity-centered science program for elementary science education in the United States. Apparently, existing general science programs have become a superficial smattering of unarticulated topics, that is, it has become too general. One of the basic advantages of the doing approach or activity-centered program is its variety for individual differences of ability. More significantly, the guided activities permit tangible evidence of difficult abstractions, leading to increased comprehension and physical evidence.

This article focuses on the use of education in helping students develop their abilities in coping with and solving problems in life. The educational problem involves the planning and directing of educational experiences in terms of the present and the future. When future problematic life situations are encountered, it should be possible to rely on prior educational experiences for guidance in coping with the problematic situations. The task is to help the students to have experiences to which future problem situations can be related. There must be connection between these experiences and the future problem situation, and this connection should be perceived by the student.

The article reports that evaluation of laboratory work has always been difficult. The use of only the reports submitted by students at the end of a laboratory session has not proven successful. It is often possible to produce a satisfactory report without an adequate understanding of the work done or the results obtained. Most teachers in laboratory sections now try to use observations of the students behavior under laboratory working conditions to evaluate his proper skills and techniques. While the practical examination seems to have somewhat greater powers of discrimination than the verbal examination, not all of the testing situations and questions used have this power to the same extent. Some seem to lack discriminating power completely. A practical examination of this type seems to have some potentially desirable features and qualities which might be developed through further use and variation. A check of the validity of the type of questions in this examination should be worked out to determine if the original premise can be accepted.

The article focuses on a study that validates the assumption that the possession of a wide range of information in physics and the ability to work type problems is an indication of an equally well developed ability in the application of principles. The development of the ability to apply understandings of the principles of physics in practical out-of-school situations is one of the major objectives of instruction in high school physics. The extent to which this objective is, or can be realized as a result of classroom experience is conditioned by the availability of reliable means for determining progress toward the attainment of the objective. The subsidiary problems are also studied as to how each of the abilities which are designated in the major problem related to intelligence and how each of these abilities are related to final grades in courses in high school physics. Duplicate pairs of tests, which were administered to duplicate groups of pupils, have been employed throughout the study. The correlation coefficients reported are within, schools correlations, the effect of school differences in central tendency having been removed through utilization of the method of analysis of covariance.