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As part of a larger study of articulatory deviant children, 5 personality instruments were administered to 671 children in Grades 1 through 5 in 7 public schools. Complete descriptive statistics on grade by sex samples, analyses of variance for grade by sex by school effects, test-retest coefficients, and intercorrelations are presented. Comparison of the descriptive data and published norms suggests that investigators should give serious consideration to possible influences of stimulus modes, response modes, and examiner behaviors on children's self-report scores for these constructs. Inter- and intra-scale characteristics look promising for multivariate analyses of the role of these constructs as trait, moderator, or suppressor variables in predicting articulation improvement with or without speech therapy.

Auditory abilities, measured by wordpair discrimination and single word imitation, of economically disadvantaged native-Spanish-speaking preschool children were investigated in two languages, Spanish and English. In order to provide age-related comparative information, a group of nondisadvantaged, native-English speakers were evaluated on the same tasks. In spite of the dual problems of economic disadvantage and second language learning, these children were not significantly different from their advantaged English-speaking peers in total performance on the four tasks. In addition, the Spanish speakers made less errors in their native language than did the English speakers. Thus, previously hypothesized negative effects of poverty or of linguistic interference do not appear to be depressing auditory performance. A descriptive analysis of errors indicates directions for educational programs in the area of auditory training for preschool bilingual programs.

Anonymous questionnaire data were obtained from 312 policemen (ca. 80% sample) in a midwest city. The primary emphasis was on obtaining descriptive data from standardized and/or frequently used measures which had not heretofore been administered to policemen. In general, these police appeared to be not dissimilar from other “typical” industrial samples as regards their patterns of job satisfaction, need gratification and orientation, job involvement, dogmatism, anti-Negro bias, and supervisory orientation. They were, however, more dissatisfied with their jobs than were comparable groups. The most significant correlates (determinants?) of job attitudes were the policemen's age, rank, and job assignment. The data were also factor analyzed, the results of which are not reported here.

In order to explore the potential contribution that one form of critical path analysis, namely Program Evaluation and Review Technique (PERT), could make to a systematic ordering of interrelated units of study in science and mathematics, data were obtained from 312 experienced high school teachers of science and/or mathematics with respect to suggested time estimates together with a sequential ordering of topics to be studied by individual students majoring in these specialized areas of study. With data collected, a modified form of the IBM PERT Program # 10.3.006, run on the IBM 1620-40K computer, produced output within a matter of a few minutes. This information facilitated the drawing of the network model-a sketch which enables all parties concerned to see the critical path(s) which indicates points in scheduling time requiring special attention. Based upon an analysis of the statistical and descriptive data gathered in the study, the results showed that knowledge of PERT concepts and principle...

This analysis combines the study of a preschool predictive instrument with the assessment of the effects of preschool training program on the later academic achievement of children with language and learning disabilities. A preliminary follow-up study of children who were initially evaluated and trained in a joint project of the Houston Speech and Hearing Center and the Pasadena, Texas, Independent School District from 1963--1966 revealed marked differences in later academic achievement. From a sample of subjects with language and learning disabilities, 70 percent of those who completed the preacademic training program were found to be achieving at grade level in 1969. Of those subjects who entered but did not complete the program, only 25 percent were achieving at grade level, just 18 percent of a control group with language and learning disabilities who did not receive preacademic training were achieving at grade level. The results of the pilot study support the use of the Language and Learning Assessment for Training battery as an initial identifying instrument during preschool years, and the use of specific preschool training methods for children with language and learning disabilities.

Examination of “The Structure of English” (Fries, 1952) has led to the following conclusions. The attempt by Fries to handle parts of speech as structural meaning units into which word classes enter, shows an attempt to deal with too many features of English at one time. Although it may be seen that he was aiming to present the diversity of free form patternings in which words with certain bound form ranges can occur, the result has provided suggestions for future research, rather than a clear statement of the formal characteristics of English words. The definitive criteria for the parts of speech are not precise, and there is also a tendency to proceed from meaning assumptions to form, instead of from form to meaning by way of strict descriptive analysis. Some ideas about the nature of syntactic classes (and constants) are introduced and related to Fries's views.

Employee motivation is considered as a force that drives the employees toward attaining specific goals and objectives of an organization. Nowadays motivation has become one of the most indispensable factors in management toward the achievement of organizational goals. There nothing more central to management than the question of human motivation. The main objectives of the study are to find out that what kind of motivation factors influence Nigerian employee and also to find out to which extent motivation affect the employee performance. 200 data are collected from teachers from some selected public schools and private in Talata Mafara and by using self-administered questionnaire. A Structured interview was also carried out with the management of the schools. Descriptive analysis is applied is applied to find the effect of employee motivation on employee performance involving five variables. Employee promotion, employee motivation, employees performance, employee perceived training effectiveness, and intrinsic reward. The result of this work shows that there is positive and significant relationship exist between employee motivation and employee performance. It also show that promotion and intrinsic reward has positive impact on employee performance.

S OCIOLINGUISTICS has been described as the study of verbal behavior in terms of the social characteristics of speakers, their cultural background, and the ecological properties of the environment in which they interact (Hymes 1962; Ervin-Tripp 1964). In this paper we will explore some of the formal aspects of this relationship. We will examine the language usage of specific groups and attempt to relate it to linguistically distinct dialects and styles on the one hand and variables employed in the study of social interaction on the other. The raw material for our study is the distribution of linguistic forms in everyday speech. As is usual in descriptive analysis, these forms are first described in terms of their own internal patterning at the various strata (phonemic, morphemic, etc.) of linguistic structure (Lamb 1964; Gleason 1964). Ultimately, however, the results of this analysis will have to be related to social categories. This condition imposes some important restrictions on the way in which data are gathered. Since social interaction always takes place within particular groups, linguistic source data will have to be made commensurable with such groups. We therefore choose as our universe of analysis a speech community: any human aggregate characterized by regular and frequent interaction over a significant span of time and set off from other such aggregates by differences in the frequency of interaction. Within this socially defined universe forms are selected for study primarily in terms of who uses them and when, regardless of purely grammatical similarities and differences. If two grammatically distinct alternatives are employed within the same population, both will have to be included. On the other hand, in those cases where socially significant differences in behavior are signaled by grammatically minor lexical or phonemic correlates, the latter cannot be omitted from consideration.

This research aims to describe and analyze various aspects of children's education and find the concept of children's education in the perspective of psychology and Islamic education. This type of library research research, data collection techniques using documentation, after the data collected and then analyzed with descriptive analysis and content analysis. The results show the first: the conception of children's education in a psychological perspective has four main dimensions namely, physical, psychological, spiritual, and social-cultural. Parenting education of children must be in accordance with the psychological condition of children with authoritative style. Second: educating with the perspective of Islamic education, will make children more healthy souls namely those who have excellent physical requirements, higher intellectual mental intelligence (IQ), mental health conditions / personality that develops and is stable in their emotional emotional mentality (EQ) is high (mental-social) and have the strength of faith and Islam. Third: The important role of psychology in Islamic education is to bridge the process of delivering knowledge so that it pays more attention to the psychology of each individual or student, because this will determine the parents or educators in transferring knowledge given to children.

The method of survey followed in this study is that of the bibliographical approach, i.e. a descriptive analysis of publications in terms of a number of categories. Presented is an analysis of the titles in J.C. Hoorweg and H.C. Marais, Psychology in Africa. A bibliography (Leiden, 1966). In this bibliography, publications were included irrespective of quality, but confidential reports or papers pertaining to white subjects only were omitted. The 1312 entries were categorized in terms of: year of publication; field of psychology; geographical location; language of publication; publication medium. Extracted from these data were cross-tables: year of publication/field of psychology; year of publication/geographical location; language of publication/year of publication/field of psychology. Ref., notes, tables

Gillespie and Allport's descriptive data (1955) on attitudes and values of youth 20 years ago afforded a comparison with a presentday sample of 320 undergraduates at The Univeristy of Texas at Austin. Items for the original questionnaire (Youth's Outlook on the Future) were combined with other measures (Locus of Control, Dogmatism, and Conservatism scales) for the purpose of replicating the original study and expanding the scope of the comparison. A breakdown of the present group into activists and nonactivists yielded significant differences within the present sample as well as between samples. In general, the trend appeared to be toward less conservatism and traditionalism in moving from past to present nonactivist to present activist. Within the present sample, activists were also more oriented toward the present while nonactivists were more oriented toward success and prestige in the future.

The study assessed the perception of secondary school student across Borno State towards fisheries as a profession. A total of 300 structured questionnaires was administered among secondary school students in five (5) Agricultural Development Programme (ADP) zone which were Maiduguri, Biu, Gwoza, Bama and Monguno zones. Data collected were analysed using descriptive statistics. The result revealed that, 65% of the respondents were male while 25% were female. The source of awareness about fisheries was through their teachers which had 50.70%, 16.27% through mass media, 15.06% through extension agent, 13.57% through friends, while others had 4.6%. The respondents’ interest/likeness about fisheries revealed that 52.14% had interest, 32.14% has no interest while 15.72% are yet to decided. A total of 76.43% had positive perception in practicing fish farming while 23.57% had no interest. Awareness about fisheries as profession revealed that 72.14% are aware while 27.86% are unaware. Conclusively, the perception of secondary school students to fisheries is encouraging, so there is prospect for fisheries as a profession in Borno state. It will be recommended that more awareness should be created to secondary school students about fisheries profession and as prospect for youth empowerment.Keywords: Fisheries, Perception, School, Student, Profession.

138 university students were divided into two groups, balanced on sex and mathematics background and allocated to the two treatments of programmed text, or textbook for the study of descriptive statistics. Following normal practice no compulsion was put on a student to make him complete either one or the other beyond giving the date of the post‐test. The program showed a greater control over student work habits, gave a higher overall mean mark on tests of retention, application and transfer, but 47 per cent, of this group of students completed less than three quarters of the program compared with 19 per cent. of those students following prescribed reading from the textbook. Further analysis shows a case for differential allocation to program or textbook on the basis of whether a student is prepared to pay the cost in terms of time and some uncongeniality of technique which the program demands because of its high final attainment standards. Significant predictors of suitable students are the personality scales of extraversion and neuroticism.

This research investigated a link between classroom climate and reading achievement, and discovered the influence of the classroom climate and reading achievement of the students at one junior high school in Palembang, South Sumatera, Indonesia. Fifty seven students participated in this study and were chosen by using convenience sampling method. In collecting the data, Constructivist Learning Environment Survey (CLES) and reading test were used. Descriptive statistics, Pearson Product Moment Correlation and regression analysis were employed to analyze the data. Based on the data analysis, it was found out that r (.175)

Much of the work of a clinical psychologist consists of making relatively routine psychological measurements of fairly well established traits, either cognitive or orectic. It is well known, however, that there can be no measurement without error. The psychologist must have the means of taking error into account if he is to assess his test scores intelligently. There appear to be three main types of question which face clinical psychologists

On the basis of Professor Ayer's The Problem of Knowledge, Mr. Stigen criticizes Ayer for defending a position which the sceptic does not attack. Ayer's “descriptive analysis”, which is his answer to the sceptic, consists in an analysis of statements about, e.g. material objects or other minds into verifiable propositions. In other words, Ayer points to the fact that our statements are shown to be true by verification. However, according to Stigen, this analysis does not remove the sceptic's doubts, for the sceptic does not doubt that our statements are true; his attack is directed against the validity of those of my present beliefs for which I claim knowledge‐status. The sceptic asks me to justify my claim that the statement is not only true, but that I have also good grounds now for being sure of it, i.e. that my present belief amounts to knowledge in virtue of its credibility. On this point, according to Stigen, Ayer offers no satisfactory solution.

(1955). Personalities in Faces: IV. A Descriptive Analysis of the Perception of Women's Faces and the Identification of Some Physiognomic Determinants. The Journal of Psychology: Vol. 39, No. 2, pp. 269-278.

The results of this investigation have arisen as a further outcome of the long series of McGill researches on standard cells, originally started by H. L. CALLENDAR, F.R.S., in 1896, and continued for several years by H. T. BARNES, F.R.S.; they may be regarded as a new by-product of the investigation on the absolute measurement of the electromotive force of the normal Weston Standard Cell, conducted by A. N . Shaw from 1909- 1911, and described in the ‘ Philosophical Transactions ’ in 1913 (loc, cit,) . It is, however, considered that the present contribution brings forward entirely new points of considerable importance, and it is in no sense whatever a recapitulation or further treatment of results discussed in earlier articles. Apart from the descriptive data about apparatus and old cells, contained in former papers,* the results recorded now, and the treatment developed, constitute an independent investigation.

The purpose of this study was the development and validation of an instrument, the Behavior Preference Inventory (BPI), to measure the need values of special education administrators, utilizing Rotter's social learning theory. The five need categories of recognition-status, protection dependency, dominance, independence, and love and affection, were examined in an experimental test sample with which a validating instrument was used involving the administrator's subordinates. A normative sample involving membership of CASE contributed additional descriptive data. It is advocated that the BPI is useful as a screening device in related research on the relationship of need value to expectancy and situational determinants in decision making. It is also proposed that the instrument serve as a vehicle for the sensitization of administrators to their personality investment in decision making.

El objetivo de la presente investigación fue determinar la confiabilidad y la validez de contenido y predictiva de un modelo de formulación desarrollado desde una perspectiva conductual. Para ello se utilizó un diseño de investigación mixto que integró niveles de análisis descriptivos y experimentales de caso único A-B-con seguimiento. Se analizó la fiabilidad de las siguientes categorías descriptivas y explicativas: (a) problemas, (b) predisponentes, (c) precipitantes, (d) adquisición y (e) mecanismos inferidos, en formulaciones hechas por terapeutas entre el años 2005 al 2008 y por otros psicólogos con el modelo derivado del presente estudio. Con respecto a la validez, jueces expertos determinaron que el modelo tenía validez de contenido y a través del uso de éste en tres estudios de caso se determinó que tenía validez predictiva. Se discute la importancia de ampliar la investigación con otras poblaciones y establecer la validez concurrente y clínica del modelo.

Purpose DURING World War n, and at the conclusion of hostilities, numer ous colleges received applications from veterans who had not completed high school. Many had had their high school education interrupted for various reasons beyond their control, but were capable of doing college work regardless of credit deficiencies. The purpose of this study was to analyze some of the characteristics of such a group of students ad mitted to the University of Utah. The assumption throughout the study was that the more we know about a student the better able we are to serve him while in coUege. Also it was felt that the practice of admit ting non-high-school graduates was not a temporary thing confined to the World War E period, but will be a continuous thing as long as world tension exists.

This study explored some of the characteristics of a group of 39 students (10 females, 29 males) identified as having left school before graduation in a rural public school district over the last 5 yr. These students were matched with a control group for sex and number of years in school. Cumulative record files were used and 11 different variables examined. Variables distinguishing the two groups were identified and discussed, and suggestions were made as to how these variables could be used to identify potential dropouts. Some comparisons were made of present results and current conceptualizations about school dropouts. Finally, some implications for preventing dropouts were discussed.

The purposes of this research were to 1) compare the effects of self-correction, paper-pencil peer feedback, and online peer feedback on the students’ writing achievement; 2) compare the effects of the students’ levels of general English proficiency (high, moderate and low) on writing achievement; 3) investigate the interaction effect between the types of feedback and levels of general English proficiency on the students’ writing achievement; and 4) survey the students’ attitudes toward the use of feedback activity they experienced in terms of its efficiency, affective and cognitive aspects, and Thai cultural dimensions. The study was conducted with 72 engineering students having different levels of general English proficiency. They were randomly selected and assigned into three groups. Two-way Analysis of Variance (ANOVA), descriptive statistics, and content analysis were used to analyze the data. The questionnaire and interview were used to gain more in-depth data. The results revealed that the different types of feedback and levels of English proficiency had a significantly different effect on the students’ writing achievement, and the interaction effect was also found.

SINCE the time sense of adults is known to be weak, the ideas that children have about time must surely be indefinite and confused. The demands that are made on a child's understanding must often be unreasonable, and the use of various descriptives of time ineffective. Suppose it is said that the Pilgrims lived a long time ago. What does the phrase "a long time ago" mean? To the child who is just beginning to use language, it means nothing. To pupils in the elementary-school grades it carries a number of ideas, many of which may not be accurate. Among adults a more mature understanding may be found, but their ideas still are varied. What does a child know about the use of dates? How familiar is he with ideas about our system of keeping track of time? These and other questions were considered in a study of the variety, extent, and importance of children's concepts about time. Scientific data on this problem are meager, but a few facts are known. To a large extent the time concepts of the child develop independently of organized school instruction. When the child starts to school, he already possesses a fund of ideas, which develops steadily with maturity. Nevertheless, throughout various age levels the sense of time is weak. Development is thought to be related to intelligence, but published facts do not indicate the extent of this relationship. Sex differences have not been scientifically verified. Finally, the vocabulary that is descriptive of time is extremely limited, but it is used constantly.' This study involved 697 pupils in kindergarten and in Grades I-VI in three elementary schools of Minneapolis, Minnesota. The pupils were about evenly divided as to sex and approximated one hundred pupils to a grade. The average intelligence quotient for each grade fell within the generally accepted limits of normal intelligence. According to the Minnesota Occupational Scale, which distributes occupations into seven classes, the parents of the pupils were largely from the middle groups. Two sets of tests were used. One, for kindergarten and Grades I-III, referred to as the "primary test," aimed mainly at finding facts about the pupils' understanding of our conventional time system. The other, for Grades IV-VI, referred to as the "in

THE IMPORTANCE and function of overt re sponse in learning has been debated by both learn ing theorists and educators (Spence, 1951; and Dewey, 1959). Progress toward the solution of this problem under conditions that would satisfy both the theorist and the educator has been difficult up to the present time since rigorous controls can not be achieved in the ordinary classroom. Pro grammed self-instruction, however, provides lab oratory-like conditions for the study of learning within an educational context and with meaningful educational materials. The present study was con ducted to determine the relative effectiveness of overt and covert practice during learning when some basic concepts of descriptive statistics were taught by programmed s elf-instruction using a cut back page, linear programmed text. (See Stolurow, 1961, for a description of the format.)**

scales and questionnaires by narrative and descriptive data obtained through direct interviews, use of informants, and otherwise. Further statistical critique of Mr. Chapini's methods I leave to those better equipped in quantitative procedures than I am. My own little contribution, if any, is concerned with the "logic" rather than with the "statistic" of ex post facto experiments, and with the possibility of supplementing quantitative data with narrative and descriptive data, with the hope of enrichment and correction.

The present study aims to explore the relationships among self-efficacy, motivation, and autonomous English learning for Chinese learners. Questionnaires were administered to collect data on self-efficacy, motivation, autonomous English learning, and the English proficiency of 1,605 university students from eight universities in southern and northern China. The participants were divided into groups according to their scores of autonomous English learning: low scores group (LSG), medium scores group (MSG), and high scores group (HSG). Descriptive statistics, oneway ANOVA, MANOVA, correlation analysis, and regression analysis were used to analyze the data. The results of the analyses showed that autonomous English learning was strongly correlated with both selfefficacy and motivation. Among the motivational components, L2 learning experience and ideal L2 self were more closely correlated to autonomous English learning. In addition, the results of regression analysis confirmed that self-efficacy, L2 learning experience, ideal L2 self, and integrativeness had positively predictive effects on autonomous English learning, and that autonomous English learning had a significant predictive power on the English proficiency of Chinese learners. Finally, some implications to effectively enhance autonomous English learning and the English proficiency of Chinese learners are provided and some suggestions for future research are given.

Background and Purpose: Considering the increased rate of crimes and the attributed damages in societies, determining the factors, which enhance or prevent crime, is a vital issue in the field of psychology. Therefore, the aim of this study was to investigate the relationship between spiritual intelligence and difficulty in emotional adjustment. Materials and Methods: In this descriptive, correlational study, a total of 70 prisoners were randomly recruited from Mashhad Prison in 2014. Data collection tools included questionnaires on emotional adjustment difficulty and spiritual intelligence. For data analysis, descriptive statistics were calculated, and Pearson’s correlation test, analysis of variance, and path analysis were performed. Results: The results showed a significant negative relationship between difficulty in emotional adjustment and components of spiritual intelligence (P

Introducción: el embarazo en adolescentes se considera un problema de salud pública por los efectos adversos que pueden tener la madre y el niño durante todo el embarazo. Entre los principales problemas para el niño se destaca prematurez, retraso en el crecimiento y síndrome de dificultad respiratoria. La adolescente tiene que asumir el nuevo rol, y practicar el afrontamiento (COPING); simultáneamente las madres experimentan estrés. Objetivo: analizar los estilos de afrontamiento y nivel de estrés de madres adolescentes con hijos hospitalizados en la unidad de cuidados intensivos neonatales UCIN. Material y métodos: estudio cuantitativo, transversal, observacional, prolectivo. Muestreo a conveniencia con 80 adolescentes seleccionadas en un hospital de segundo nivel; se aplicó un cuestionario de autoinforme en escala tipo Likert integrado por datos sociodemográficos, escala de afrontamiento en adolescentes y escala de estrés parental ambos instrumentos adaptados por López, Carmona y Ponce en 2016. Tipo de análisis: SPSS 23, y estadística descriptiva, estadística inferencial. Resultados: respecto a los estilos de afrontamiento se encontró que las adolescentes se dirigen al estilo improductivo, la estrategia autoinculparse. En relación al análisis del estrés percibido, se encontró en niveles altos, la subescala correspondiente a la relación con el niño y el rol materno, muestra el estrés medio, en la subdimensión se tienen los aspectos y sonidos de la unidad y la apariencia y conducta del niño. Conclusiones: las madres adolescentes se dirigen al estilo de afrontamiento improductivo suelen desconfiar de sus capacidades, provocando sentimientos de inseguridad, de esta manera la hospitalización del recién nacido en la UCIN y la relación con el niño y el rol materno para ellas es en extremo estresante. Por lo tanto, se requieren de una intervención educativa y de capacitación para direccionar sus conductas hacía un afrontamiento positivo y de esta manera mejorar la actuación respecto al cuidado de su hijo en una terapia intensiva neonatal.

Srxmmary.-The present study provides descriptive and relational data on a large sample of children and adolescents referred to the Psychology Clinic School at UCLA for assessment 2nd treatment of learning disorders. 364 Ss ranged in age from 7 to 15.9 yr. an2 had IQs between 61 and 133. A wide range of reading achievement and emotional adjustment was represenred. Descriptive data, including psychological assessment data, family background, developmental history, and the referral problem, are presented for the group as a whole. The relational treatment of data utilized five subgroupings of Ss: intelligence, reading achievement, emotional adjusunent, age, and sex. The range of subject characteriscics as well as certain commonaliries is pointed up. The research literature contains a number of studies dealing with intelligence and other characteriscics of non-socially disadvantaged children experiencing serious learning difficulties. However, there is a dearth of background information on chis populaticn. The present investigators found only one study providing background data for such children. Tjossem, Hansen, and Ripley (1962) studied 24 childrer, manifesting serious reading difficulties and found that their medical histories were characterized by a high incidence of such conditions as atypical pregnancy and birth, speech difficulties, enuresis, and allergies. No attempt was made to relate background data to subject characteristics. The purpose of the present study was to present descriptive and relational data on a large population of children referred to a University clinic for the assessment and treatment of :earning disorders. Specifically the study provides information concerning: (a) intelligence, reading achievement, and emotional adjustment, (b) family background, health history, and developmental and behavior problems, and (c) relationships among these data. This study appears of value in delineating characteristics of the non-socially disadvantaged learningdisorder population, in serving as a basis for comparisons with other populations, and in understanding individual differences in learning disorders. Such data would also serve as a systematic basis for formulating and evaluating treatment programs.

This study investigated the correlation between self-confidence and essay writing achievement, and investigated the influence of self-confidence on essay writing achievement of undergraduate English education study program students of one University in Palembang. The design was a quantitative research. The sample of this study was taken from all fourth semester students. The total number of the students was 134 students. Since 10 were absent, the sample of this study was 124 students. The data were obtained from self-confidence questionnaire and writing test. Descriptive statistic, Pearson Product Moment correlation and regression analysis were administered to find out the correlation and the influence between variables. The result indicated that there was a significant correlation between students’ self-confidence and essay writing achievement with r-obtained was (.620). It was higher than r-table (.176). Besides, there was also a significant influence of self-confidence on essay writing achievement with 38.5%. This study could have implications for English language teachers or lecturer, learners, and text book writers.

A statistical description of routine audiometric and psychometric scores of the 177 children enrolled in the school divisions of Central Institute for the Deaf during the academic year 1964–1965 showed some characteristics of the groups not easily obtained from clinical impressions of individuals. Comparisons of earliest audiograms with the most recent ones showed remarkable stability over time; hearing levels of the several groups did not change. When ordinary audiometers were supplemented by separate oscillators and amplifiers with consequent higher output powers, only five children failed to respond at 1,000 Hz or lower frequencies and 88% responded at 2,000 Hz. Skewed distributions of audiometric results necessitated use of group medians and percentiles (rather than means) for comparisons among groups. Uneven performance was observed on subtests of both intelligence and achievement batteries. While all groups were described as severely hearing-impaired, children in the Division for Speech Pathology also had learning or language problems.

Summary.-The examination of 16 descriptive characteristics as a means of separating the recidivists from nonrecidivists suggested: (1) age at commicrnent and age at parole appear significant in potential prediction of recidivism and (2) poor adjustment to general instirutional rules appears to have value in predicting recidivism. The incidence of recidivism among juvenile parolees released from correctional treatment facilities has consistently frustrated treatment ceams faced with planning and implementing rehabilitation of the juveniles. The examination of recidivism among both adult and juvenile offenders has been of recent origin. The majority of the studies published to dace provide only descriptive data and limited direction for the resolution of problems with recidivism. Descriptive characteristics of juveniles found in correctional institutions which appear to differentiate che recidivist from the nonrecidivisc are age, placement after parole, type of offense, behavior in the institution, length of stay in the institution, and the nurcber of previous offenses1 (Weeks & Ritchie, 1956; Felstrom, 1960; Gould & Beverly, 1963; Sappingcon 8: Zeglen, 1964; Townsend, 1964; Glaser & O'Leary, 1946). The use of discriminating descriptive characteristics to predict recidivism has been rare' (Berlin, 1958; Laulicht, 1962; Schwiczgebel, 1966). One recent study, however, attempted to use the descriptive characteristics as a means of separating the recidivist from the nonrecidivist. Litwack (1961) examined the descriptive characteristics which appeared to differentiate significantly between recidivists and nonrecidiviscs: height, mother's age at the time of juvenile's commitment, age arrived at training inscitucion, number of times in the discipline cottage, age at time of parole, and parolled to school or work. Litwack and Hebert (1967) reported that four of the characteristics reported by Litwack have predictive value in identifying recidivists: number of times in the discipline cottage, parolled to school or work, mother's age at time of commitment, and own age at time of firsc commitment. The four potential predictors of recidivism were never tested to verify their accuracy. Reluctance co accept the predictive power of the four characteristics idencified by Litwack and Hebert (1967) provided the main impetus for the present study. The intent of the present srudy was to repeat their procedures. An attempt to test the relative predictability of the four characterisics against other

Recent studies of drug use and abuse have substantiated the need for construction of instruments that are specific to the drug problem itself. The- rapidly increasing incidence of addiction has necessitated treatment of drug abusers before a background of data on the etiology and dimensions of the problem has had time to accumulate. Certainly, the part that societal attitudes toward the drug user plays, both in determining public policies and in retarding understanding, has been overlooked to a great extent. Because the addict cannot be viewed apart from the context in which he is seen and treated, community attitudes must be considered.There have been several questionnaires, such as those by Greenwald and Luetgert (1971), Linn (1971), and Lombardi et al. (1968), primarily designed to collect descriptive data about the drug user. These questionnaires usually yield information about the user's background and history of drug taking. Few scales have focused specifically on attitudes toward drug use. Lorenz (...

Answers to the questions of how selection policies and therapeutic practices of psychiatric clinics are related to the personal and social characteristics of patients have long been of interest to psychiatrists, psychologists, hospital administrators, social workers, and ancillary medical personnel. Numerous authors5,8,27,37,41have published data on limited aspects of these matters, usually relating a single variable, such as social class, to the selection of outpatients for psychotherapy, or to the duration of their treatment. Probably the most comprehensive studies in this general field have been those of Rosenthal and Frank34and of Jones and Speck19who have considered the bearing of several factors such as sex, age, education, referral source, income, and diagnosis upon psychotherapeutic outcomes. The purpose of the present study is to add to the descriptive data in this area, and more specifically to provide preliminary answers to the following

Most contradictions in ecological research results disappear upon quiet analysis. Most of the controversies and misunderstandings are caused by ambiguous definitions, misunderstandings concerning the same term, or translation of philosophical concepts into nature, where they have no place. Hence we find that the intensity and the dogmatism of earlier and present controversies are usually in reverse proportion to the actual amount of adequate knowledge accumulated. To reduce possible misunderstandings we will here introduce a number of definitions, repeat them or present a few new ones serving in the ensuing discussion.

This paper treats selected methodological issues arising in developmental research, starting from the premise that the analysis of the characteristics of the function relating variation in response to age belongs at the focus of developmental research. It examines the possibilities for utilizing selected aspects of such functions as dependent variables, and shows the dependence of this type of analysis on the level of measurement utilized in assessing the behavioral variable. Scalogram-analytic approaches to constructing developmental scales are reviewed. The distinction between qualitative and quantitative change is given particular emphasis, and the limitations of attempts to translate the former into the latter are pointed out. The paper proceeds to a consideration of the place of the longitudinal method in developmental research, and to the problems of design involved in separating out effects of chronological age from secular shifts associated with historical time. The latter half of the paper is devoted to an examination of modes of descriptive analysis of developmental change, to a treatment of general problems arising in the correlational study of the patterning of developmental change for two or more variables, and to a discussion of the assessment of stability of behavior over the course of development, as part of the more general problem of the study of individual differences in development.

Descriptive statistics for 70 undergraduate women on 5 personality scales are given. Intercorrelations among scales varied from –.13 to .81 but were predominantly small and nonsignificant.