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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.

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 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.

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.

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.

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]

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.

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]

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.

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.

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 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.

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 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 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.

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 highlights the importance of good reading skills and presents information related to elementary science which offers unlimited opportunities for improving the reading skills. Good reading skills are found mostly lacking in students as the instruction pattern concentrates on the means, and rarely achieves its end. Teachers are so occupied with fashioning and perfecting the tool, that its functioning in its major role is lost sight of. Therefore, in order to improve reading skills, science in the elementary schools offers unlimited opportunities for applying the reading skills. By determining children's weaknesses in reading and then using them as a guide to reading instruction, can result in better comprehension as well as improved science understandings. Students confront various types of reading problems in science. These include, problems related to number, to vocabulary, to understanding concepts, and to interpreting diagrams, charts and pictures.

The article presents information related to occupational mobility in the United States. In today's scenario of fast and quick world, a man can little afford to waste the best years of his life in shifting from one type of work to another in an attempt to find his place. Today, a child passing from school or college, finds so many opportunities that could be opted by him. Mass production, specialization, and big business, as well as the advancement of the frontiers of knowledge in every field have had no small part in creating innumerable opportunities. Such a large number of opportunities creates a confusion for the child, as to which opportunity he should go for. Test measurement alone will not solve these educational and vocational problems of which aptitudes are but a part. For this, various factors have to be considered. Interests, likes and dislikes, opportunities, economic needs, and geographical location are some of the factors that need to be considered.

The article focuses on issues related to teaching of students with different ability levels. It is suggested that superior pupils should be allowed to progress more rapidly in a subject as against middle and slow pupils. Five pupils from one family studying in a rural district school were studied. One of them was very bright which made him contemptuous to his untrained teacher. One of them was a very slow learner. All were good citizens. Though the slow one was slow in book knowledge, he was a leading citizen in qualities which involved recognition of character and influence. The study showed that there is less variation in their effective community relations than was depicted in their school achievements. Some characteristics of slow-learners have been identified. Slow-learning pupils read less effectively and hence do not understand so well whatever they read. They need clear and abundant experiences and observations. They are usually dissatisfied and adversely critical about school work.

The article presents information on a chemistry course that aims at solving the individual differences among students in a class. In this course the students are provided with a set of worksheets to direct them in their study of a definite unit of subject matter. The subject matter is divided into three divisions in order to allow for individual differences. The divisions are minimum, average and maximum assignments. The minimum division indicates the minimum work a student has to complete in order to obtain a passing grade or credit for the unit. The average and maximum assignments indicates additional, related work an average and superior students may do to receive additional credit in proportion to the portion of the additional work they have completed. The students are provided with references for supplementary works. Each individual has the opportunity to work as fast and as far as he or she wishes along the lines of his or her own interest mastering the fundamentals of the unit.

The article presents abstracts of educational research. They include "A Plea for General Scientific Training in Educational Institutions," "The Relative Importance of Ability and Industry as Determiners of Scholastic Achievement" and "The Use of Time by High School Students."

The article presents the results for a test which was conducted to measure the scientific thinking skills in the high school students. As per the results of the test it has been found that the ability to recognize a problem and the ability to observe, are among the elements of scientific thinking which are practiced the most. On the other hand, the ability to reason, to analyze, and to see essential relationships, are the elements which are practiced the least. The results of the test also reveal that there is only a little difference between the thinking abilities of the girls and boys. On an average, the boys surpassed the girls by slightly more than 1 percent on each problem. The results also depict that the scientific thinking has no significant relationship with the chronological age of the children. It is also evident from the results that a relationship exists between the scientific thinking and general intelligence, though the relationship is not very marked.

The article presents information related to the introductory biological science courses being taught in the traditional liberal arts colleges. The article first analyzes the objectives of biology instruction, and then evaluates the extent to which these objectives are actually realized in instruction. The objectives of instruction are very closely related to the selection of subject matter, emphasis in instruction, and actual teaching practices. The development of a scientific attitude of mind and the acquisition of skill in employing the scientific methods are scarcely considered in introductory biology courses. An important aspect of biology instruction is being overlooked by the teachers when they fail to make the student understand that science is method as well as subject matter. Biology in colleges has suffered because most often it is presented as just a subject matter of fact and law, rather than as an experience with an effective method of inquiry into any subject matter.

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 skill of classification, a basic cognitive skill of science learning to which research demonstrates is related to age. It offers comparison between the beginning levels of classification and higher levels of classification. In addition, the article explores the significance of the skill of classifying in elementary school science education. A discussion was made on the result of a study involving children in grades one, two and three in various school districts. This investigation revealed that a basis of classification can be learned by the child when his attention is drawn on several properties.

The article discusses the aptitude and interest profiles of biology participants during the science fair at Montgomery County, Pennsylvania. The sample involved were students from the tenth grade biology class. The participant's age, sex, intelligence score, grade earned in biology, biology teacher, and dental score admission were gathered and punched in coded form in an IBM cards. Results show that participants attest greater clerical aptitude and less preference for artistic activities than the non participants. The winners also of the fair show a scored higher on clerical speed and accuracy test compared with non winners.

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]

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]

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]