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In the article, the author explains the meaning of popular science. He states that the building of science is a more chaotic process. The author is concerned with the individual acts of generating a new idea that sum up into the body of scientific information. To do research is to be in a special state of grace. He maintains that American archival journals suffer for not recording more of the raw experience. He proposes a sort of interview in which good scientists and engineers talk in a very personal way about how they do science and what it means to them.

The authors of some studies have been concerned with problems of establishing and maintaining research relationships from the point of view of the research worker. It is the aim of this article to study the point of view of the subjects of the research. It seeks to answer the following questions: (1) how do they react to being interviewed, observed, and in general, researched upon; (2) what are some of the common defenses they seem to employ, and; (3) why do they employ these defenses?

The article discusses on the a research program conducted by John A. Hornaday and John Aboud supported by the Babson College Board of Research. The program is designed to identify and measure the personal characteristics of those persons who successfully started a new business which led the development of a structured interview guide sheet and standardized objective test. The study has the goal to develop a valid objective test and that will have simple format to ease the administration and interpretation.

The article presents information on the elicitation of information and response biases of repressors, sensitizers and neutrals in behavior prediction. Repressor, sensitizer, and neutral judges predicted the responses of neutral targets on the Adjective Check List. Each judge was paired with a neutral target and interviewed him with the aim of getting to know him as well as possible. Hence, each judge elicited information on which to base his predictions. The groups did not differ with regard to content of information elicited or relevance of the information for criterion responses. Differences in predictions were noted which were consistent with expectations based upon the response biases of the judges. It was concluded that group differences in behavior prediction cannot be accounted for by differential elicitation of information in interpersonal interaction, but instead are determined by response biases. While groups differed in degree of activity in eliciting information from targets, the nature of the information did not differ with regard to interview content measures or judged relevance of the information for the predictive task. Hence, group differences in prediction cannot be accounted for by differential elicitation of information in interpersonal interaction within the limits of this study.

The article presents a study that analyzed the questionnaires completed by representatives of the College of Examiners for the Advanced Placement Examination in Biology based on interviews with instructors of introductory biology courses. The said questionnaire aimed to determine the content of introductory biology courses, the organization of introductory biology courses, the degree of correspondence between the Advanced Placement course description and beginning biology courses, and the evaluation of the Advanced Placement Examination in Biology. Results revealed by the survey lead to a revision in the college course description.

2 field studies of high school students' sense of obligation to nonclass school activities are reported. Sense of obligation is conceived as mediating some relations between student and school environment, and is define as a personal feeling of "I ought to ..." or "I must ...," i.e., a personal constraint, with reference to attending and helping with group activities. In 1961 (N = 40) and 1965 (N = 80), samples of marginal (poorly suited) and regular (better suited) students in small and large schools were interviewed concerning "reasons for or pulls toward" attending selected nonclass activities, and responses were coded into categories indicating sense of obligation. Marginal students in small schools reported as much sense of obligation as regular students, while marginal students in large schools reported little, if any. Theoretical and methodological implications are discussed. [ABSTRACT FROM AUTHOR]

The article reports on the award given to Harold T. Christensen, from Purdue University, by the National Council on Family Relations. Christensen, was the third recipient of the Ernest Watson Burgess Research Award, an award given to individuals who had made outstanding research and contributions on studies which focuses on family issues. Christensen have pioneered on the method of record linkage to overcome limitations of interviews and questionnaires in gathering accurate information related to issues on premarital conception and child spacing.

The article presents information on the book "The Focused Interview," by R.K. Merton, M. Fiske and P.L. Kendall.