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These papers were presented at the 57th Annual Meeting of the Speech Communication Association in San Francisco, December 27-30, 1971. "Perspectives on Research in Speech and Cognitive Processes" was presented to a panel session on "Speech Communication Research of the '70s: Six Priority Areas," sponsored by the Research Board of SCA. It reviews the past and current research on the cognitive function of speech. "Speech as Communication and Verbal Behavior" was read to a Dimension Series panel on "The Centrality of the Spoken Word," and it is concerned with speech as a unique response modality in human communication and verbal behavior. "Speech Processes and Cognitive Learning in Young Children," was presented to the Educational Policies Board program on "Speech in the Classroom: A Digest of Information on Oral Language Development for the Classroom Teacher," and it reviews the theory and pedagogical implications of the cognitive function of speech in young children. (Author)

The first part of this paper briefly describes two studies concerned with cognitive processes in children. One study examined the ability of Kindergarten and First Grade children to apply a simple rule of logical inference in order to solve a two-object discrimination problem. Specifically, the rule was of the form "if A, then not B." A second study employed the more difficult conditional discrimination problem and provided evidence concerning the ability of pupils in Grades 6, 10, and 14 to apply the more complex rule "if A and B, then A; if B and C, then B; if C and A, then C." The second part of this paper describes preliminary efforts to develop a general model for describing cognitive processes. The proposed model was compared to other similar theoretical models. Finally, the practical usefulness of this theoretical model for educational research was demonstrated by describing a successful elementary school mathematics project which stressed the analysis of mathematical statements into statements of underlying cognitive operations of processes. (Author)

The purposes of this paper are to identify the problems Washington State Indians face and to provide considerations that might assist in promoting the welfare and well-being of American Indians. It is stated that the major barrier to the Indian's success in American society is the attitude of the Anglo towards the Indian. Thus, the programs and legislative proposals designed for the Indian are usually irrelevant to reservation life. Supported by statistics, this condition is apparent in health, education, economic development, and unemployment. Education is the prime concern in achieving a new Indian life style. Obstacles to adequate education are found in the home, the environment, and the educational process. Specific obstacles in the home include inadequate study facilities, an oppressive social environment caused by crowded living conditions, inadequate income for clothing and recreation, and minimal educational heritage. The report concluded that non-Indians must be more responsive to a heterogeneous population and recognize the right of the Indian to decide his own future. (HBC)

Problems in the measurement of communicative competence of American Indian children are discussed in this position paper. Problems include the failure of traditional observations and measurements, and judgments by educators based on non-Indian experiences and expectations. Some trends in contemporary research concerned with these problems are noted: that reliance on standardized testing is being criticized as being inappropriate for minority children; that research combining various disciplines is in the process of development; and that a serious effort to build a theory of language pedagogy is emerging. Specific recommendations are given for (1) extensive investigations planned and directed only by Indian scholars, (2) training of tribal specialists, and (3) workshop sessions for specialists in various disciplines to work together in small-scale experiential efforts at developing curricular ideas for improving language skills. In addition, the training of Indian scholars is indicated as a step toward meaningful research. A 10-item bibliography of background articles is included along with 6 references. (PS)

This report examines the current status of child health services in the United States and identifies priorities for an improved health care program for mothers and children. Its recommendations are designed as guidelines for constructive discussion by participants in the 1970 White House Conference on Children. A major thesis of the report is that the existing child health system in the United States is costly but cumbersome, well-intentioned but deplorably piecemeal, a system which muddles along rather than moving forthrightly ahead. In the 1970's, we shall be responsible for meeting the health needs of an anticipated 100 million young people at various stages of development. The Forum members have concluded that nothing less than a rationally planned and soundly supported maternal and child health program can be expected to correct current inequities and inadequacies. Specifically recommended are: (1) a federally-financed national child health care program, (2) augmentation of illness prevention and health promotion services, (3) revitalization of certain existing child health program, (4) the establishment of a unified child health unit within the Department of Health, Education and Welfare, under a newly created Deputy Assistant Secretary, and (5) ongoing advocacy of child health programs, through a presidential council. Two papers are attached which compare various proposals for national health insurance. (Author/NH)

The question which guided the studies in this third volume of technical reports to the Scientific Advisory Committee on Television and Social Behavior is whether aggressive social behavior by adolescents can be attributed in some degree to violent television programming. After an overview which sets the studies in a comparative context, the studies are reported. They include a followup longitudinal study by Lefkowitz, Eron, Walder, and Huesmann with two comments on cross-lagged correlation. Also included are a study dealing with family influences by Chaffee and McLeod, "Adolescent Television Use in the Family Context"; two studies by McLeod, Atkin, and Chaffee which are concerned with self-report and other-report measures of television use and aggression; and a study by Dominick and Greenberg, "Attitudes Toward Violence: The Interaction of Television Exposure, Family Attitudes, and Social Class." Other studies reported include Friedman and Johnson, "Mass Media Use and Aggression: A Pilot Study"; Johnson, Friedman, and Gross, "Four Masculine Styles in Television Programming: A Study of the Viewing Preferences of Adolescent Males"; Robinson and Bachman, "Television Viewing Habits and Aggression"; and McIntyre and Teevan, "Television Violence and Deviant Behavior." (Author/SH)

Concentrating on television and social learning, this second volume in the series of technical reports to the Surgeon General's Scientific Advisory Committee on Television and Social Behavior consists of an overview and the reports of five investigations. The studies included are: Leifer and Roberts, "Children's Responses to Television Violence"; Liebert and Baron, "Short-term Effects of Televised Aggression on Children's Aggressive Behavior"; Stein and Friedrich, "Television and Content and Young Children's Behavior"; Feshbach, "Reality and Fantasy in Filmed Violence"; and Stevenson, "Television and the Behavior of Preschool Children." The overview reviews the field, points out agreements and inconsistencies among the studies, and concludes that "At least under some circumstances, exposure to televised aggression can lead children to accept what they have seen as a partial guide for their own actions. As a result, the present entertainment offerings of the television medium may be contributing, in some measure, to the aggressive behavior of many normal children. Such an effect has now been shown in a wide variety of situations." (SH)

The resume of health problems facing the American Indian school child emphasized that health, culture, education, and economics are mutually interdependent and must be evaluated and planned for jointly. Specific health problems discussed include general health, nutrition, fever and chronic illness, hearing, sight, and mental health. Recommendations were that health conditions be evaluated on a community-wide basis; that family-oriented nutrition surveys be done to evaluate nutritional status of Indian communities; that medical histories of each child be evaluated as each preschool or school-age child is given a complete medical examination; that hearing problems should be detected as early as possible and audiometric examination should be done to detect any loss of particular pitch; that each child's vision be evaluated not only by a Snellen chart test but also by ocular measurements to determine if eye deformity exists; and that mental health programs be planned in a comprehensive fashion, by treating not only the individual but the social environment from which he comes. (JB)

Reported are development, implementation and results of a 6 week summer training program in 1972 (funded through Title I) for 120 underachieving educable mentally handicapped children, 6 to 13 years of age, in St. Paul, Minnesota. Emphasized are learning processes and learning strategies in the daily instructional skills related to reading, arithmetic, functional vocabulary acquisition, and strategy training. Inservice training is reported as continuous, with instruction in the classroom led by five previously trained teachers. Described are instructional objectives, specific instructional approaches, and evaluation procedures (such as Stanford Achievement Tests, staff developed tests, and the Peabody Picture Vocabulary Test). Reported are results which show that children who completed 5 of 6 weeks achieved a gain of 1.57 months in reading, 1.98 months in arithmetic, and 4 months in vocabulary. Findings also describe most of the children as able to discover meaningful relations between categorically presented materials and a significant increase in percentage of children who used their grouping skills with good use of memory (mnemonic effect). The discussion centers on fallout from the program, such as procedures for integrating a processing approach to learning with curricular materials, effects of training children to generate stories and/or pictures for associating noncategorized stimuli, and new approaches to research and development. Touched upon briefly are such program limitations as insufficient time for teacher observational feedback. (MC)

In this study, 48 third-grade children learned a successive, two-choice discrimination under one of three conditions: (1) immediate reinforcement (IM), (2) 10-second empty delay (ED), and (3) 10-second delay with the discriminative stimuli in view of S (FD). The performances of groups IM and FD were only marginally different, and were both superior to that of group ED. The reversal performances of the three groups did not differ significantly. Average latencies were significantly longer in groups FD and ED than in IM. It was condluded that in group FD a set to observe stimuli was established during delay which generalized to the preresponse interval and facilitated performance. (Author)

THIS IS A COMPREHENSIVE AND INTERNATIONAL ANNOTATED BIBLIOGRAPHY OF PUBLICATIONS CONCERNED WITH THE INFLUENCE OF FILMS ON YOUNG PEOPLE. THE ENTRIES ARE ARRANGED BY SUBJECT AND EACH ENTRY DESCRIBES THE PURPOSE OF THE STUDY, THE RESEARCH METHODS EMPLOYED, AND THE MAIN CONCLUSIONS REACHED. THERE IS VIRTUAL UNANIMITY AMONG THE AUTHORS AS TO THE VALUE OF MAKING AND DISTRIBUTING FILMS SPECIALLY FOR CHILDREN. THIS DOCUMENT IS AVAILABLE AS 669-B. FROM NATIONAL DISTRIBUTORS OF UNESCO PUBLICATIONS OR FROM THE MASS COMMUNICATION CLEARING HOUSE, UNESCO, PLACE DE FONTENOY, PARIS-7E, FRANCE, FOR $1.50. (MF)

IN AN EXHIBITION OF CHILDREN'S FILMS BY 20 COUNTRIES, MOST OF THE STORIES WERE ABOUT CHILDREN AND ANIMALS. THE MOST POPULAR FILMS WITH THE CHILDREN WERE THOSE HAVING HUMOR, OR REALITY MIXED WITH FANTASY, OR ENERGETIC ACTION, OR A CHANCE FOR THE CHILDREN TO FEEL PROTECTIVE. ALTHOUGH, POTENTIALLY, CHILDREN CONSTITUTE AN INTERNATIONAL ANDIENCE THERE ARE PRACTICAL DIFFICULTIES IN EXCHANGING FILMS. INDEED, CHILDREN'S FEATURE FILMS, WITH A LIFE SPAN OF TWENTY YEARS, AND WITH ATTENDANCE LIMITED BY SCHOOL, WEATHER, CLIMATE, AGES, AND EVEN SEX, PRESENT SUCH SPECIAL PROBLEMS AND PRODUCTION, STORAGE, DISTRIBUTION, AND EXHIBITION THAT SERIALS AND FAMILY FILMS ARE RECOMMENDED AS A SUPPLEMENT OR REPLACEMENT. INDIVIDUAL FILMS AND FILM PROGRAMS SHOWN ARE DESCRIBED AND ANALYZED. THIS DOCUMENT IS AVAILABLE FROM THE NATIONAL DISTRIBUTORS OF UNESCO PUBLICATIONS IN MEMBER STATES OR FROM MASS COMMUNICATION CLEARING HOUSE, UNESCO, PLACE DE FONTENOY, PARIS-7E, FRANCE, FOR $0.75. (MF)

THIS ANNOTATED INTERNATIONAL BIBLIOGRAPHY INCLUDES AN OVERVIEW OF RESEARCH ON THE EFFECTS OF TELEVISION AND CITES STUDIES ON EFFECTS ON LEISURE TIME, AND LEARNING AND PSYCHOLOGICAL EFFECTS. INFORMATION ON AVAILABILITY OF UNESCO COUPONS FOR THE PURCHASE OF THE PUBLICATIONS LISTED, AND THE DOCUMENT ITSELF, MAY BE OBTAINED FROM UNSECO, PLACE DE FONTENOY, PARIS 7, FRANCE, OR FROM NATIONAL DISTRIBUTORS OF UNESCO PUBLICATIONS. COST IS $0.75. (LH)

THE FIRST SECTION OF THIS BOOK COVERS THE HISTORICAL AND CULTURAL BACKGROUND OF THE SAN CARLOS APACHE INDIANS, AS WELL AS AN HISTORICAL SKETCH OF THE DEVELOPMENT OF THEIR FORMAL EDUCATIONAL SYSTEM. THE SECOND SECTION IS DEVOTED TO THE PROBLEMS OF TEACHERS OF THE INDIAN CHILDREN IN GLOBE AND SAN CARLOS, ARIZONA. IT IS DIVIDED INTO THREE PARTS--(1) PHONICS AND LANGUAGE ARTS, (2) METHODS AND ACTIVITIES USED IN TEACHING NUMBERS IN KINDERGARTEN, AND (3) PROBLEMS IN COMMUNICATION AT THE HIGH SCHOOL LEVEL. THE THIRD AND FOURTH SECTIONS ARE CONCERNED WITH THE HEALTH CONDITIONS OF THE SAN CARLOS APACHES, COUPLED WITH A PRELIMINARY OUTLINE OF SAN CARLOS SCHOOL PROBLEMS AND PROPOSALS TO SOLVE THOSE PROBLEMS. (ES)