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This longitudinal study was conducted to determine what factors present at the sixth grade level would cause a student to be dropout prone. The specific objectives were: 1.) to ascertain what characteristics are associated with the future school dropout; 2.) to develop a regression equation to assist in the identification of potential future dropouts; 3.) to determine the extent to which school personnel can accurately identify dropout prone sixth grade students; and 4.) to examine the stability of aptitudinal, achievemental, and residential data for both dropout and non-dropout students. A sample was drawn of 2400 sixth grade students. Study results identified such predictive variables as attendance record, citizenship average, academic GPA, as well as teacher's estimate of the pupil's feeling toward authority, assumption of responsibility, playground behavior, and perception of abstract concepts. Findings also suggest that school personnel's informal estimate of dropout potential may be useful in identifying those most and least likely to drop out. References are included. (Author/SES)

The findings of an experiment are reported in which 28 students taking a graduate level course in techniques of programed instruction were randomly assigned to either cathode ray tube (CRT) or teletype terminals. Results from the analysis of the final concept test data revealed that students performed equally well regardless of terminal device. Apparently the information load in the computer-managed instruction (CMI) system is sufficiently low to allow acceptable performance without the necessity for some form of memory support. The difference in error rate is interpreted to reveal a diminished effect of memory support on reducing errors. This effect of memory support has been found in cathode ray tubes using computer-assisted instruction (CAI) learning materials. The failure to find this effect in this study is probably due to the difference in CMI and CAI, i.e., CMI does not present instructional material that may require some form of memory aid for effective learning. The CRT group completed the units earlier than did the teletype group. (Author/JK)

Factors which have previously provided the basis for decisions as to the use of CRT (cathode ray tube) of teletype terminals in computer-assisted instruction (CAI) may be decreasing in importance. Specifically, differential cost factors and teleprocessing capability may no longer provide a basis for differentiating between CRTs and teletypes. In this paper several experiments are reviewed, and the instructional and psychological implications of instructional terminals are discussed. The major terminal characteristics discussed are cost, teleprocessing capability, presentation, rate, and display mode. The major instructional and psychological implications discussed are device memory load factors and instructional time and efficiency. Student characteristics of intelligence and anxiety are discussed in relation to instructional terminal characteristics. (Author)

This study investigated the effects of non-normality of the marginal distributions of the bivariate surface upon the sampling distribution of certain tests of significance of differences for the product moment correlation coefficient. The effects of non-normality were found to be rather substantial and to be dependent upon: 1) the degree of correlaton in the population, 2) the types and extent of non-normality introduced, and 3) in some situations, the size of the samples drawn. A relationship between the variance of the sampling distributions of the test statistics and other effects of marginal non-normality was also observed. (Author)

This study was designed to measure the academic success of students who transfer to and from the various institutions of higher education in North Carolina. The long range purpose of the study is to evaluate academic performance, attrition rates, and progress toward degree completion of the various transfer groups. These groups include students transferring to or from community colleges, junior colleges, and public and private 4-year institutions. Counselors would find such information useful as would admissions officers and counselors at institutions that regularly receive large numbers of transfer students. (Author)

This study surveyed graduating seniors of East Carolina University relative to employment status immediately prior to graduation. The purpose of the study was to determine the number of graduating seniors who had accepted employment. Other variables investigated were as follows: students who had offers but were still seeking employment; students seeking employment but having no job offers; and students not seeking employment due to further studies, military obligations, etc. These variables were categorized by discipline. (Author)

Research investigated three topics. These were: 1) the effect of paragraph organization on free recall of sentences and on the selection of clustering strategies; 2) how persons differing in subjective organization differ on recall and strategy selection; and 3) the relation between subjective organization and other cognitive abilities. Three groups of students studied paragraphs organized by concept names (N), concept attributes (A) or at random (R); measures of verbal comprehension, verbal creativity, associative memory, closure, and subjective organization were taken. Analysis of results showed that the N group recalled the most correct statements, that clustering by names was predominant for all groups, and that unique correlation patterns existed among cognitive factors and recall scores for each group. These findings indicated that learning a highly organized passage and using a preferred recall strategy yielded superior recall. Analysis of the subjective organization data indicated that highly organized students were not greatly influenced by the inherent structure of learning materials, whereas low organizers were. Thus, students low in subjective organization require highly structured materials, while students high in subjective organization perform similarly on materials with high and low structure. (Author/PB)

The purpose of this study was to investigate and compare the patterns of psycholinguistic abilities of lower and middle class Negro and white children. The subjects for the study were 160 second grade children in the 90 to 110 IQ range from Northeast Louisiana. They were subgrouped by race and social class (lower-lower, upper-lower, lower-middle, and upper-middle) and were given the Illinois Test of Psycholinguistic Abilities (ITPA), Revised Edition. Analysis of data resulting from this test indicates that: (a) Race and social class were significant factors in the pattern of psycholinguistic abilities. (b) Significant differences existed between the subsets of the test for the total sample, for races, for social classes, and for races by social classes. (c) The interaction of race and social class was significant in the general test and by subtest. (d) The interaction of social class and subtests was not significant. (d) The interaction of race, social class, and the ITPA subtests was not significant. Based on the findings of the study, teachers should examine their teaching methods and materials to determine if they are appropriate to the patterns of psycholinguistic abilities of children in the classroom. (Author/JD)

A unit on existentialism is suggested to counteract the indifferent attitude that students have toward much of the literature with which they are presented. The key to a successful literature unit is immediate and total student involvement. Topics, authors, and works which may be used to arouse student interest are presented. (CK)

An analysis of white racism, based on the premise that Europeans (whites) are psychopaths in terms of their relationship with the black race. (EH)

College students received either one half of the objectives for a certain test or no objectives at all. The subjects with objectives performed better than those without on posttest items referenced to their objectives (relevant learning) and less well on items not covered (incidental learning). Findings conflict with previous research. (Author/SE)

A brief survey of the investigations of concept learning in the behavioristic trend in psychology offers some guidelines for clarity in studies of visual concept learning in art. (Author/RK)

Considered the interaction between job and motivation factors and the relation of attribution theory and role theory. (Author/RK)

This study was designed and conducted to determine the effect of one semester of study of one of the Blue, Green or Yellow Versions of Biological Sciences Curriculum Study (BSCS) biology on the scientific attitude of tenth-grade public shchool biology students. Twelve biology teachers participated in the study by administering the Scientific Attitude Inventory to 707 students. The results of the investigation indicated that there was no significantly different change in scientific attitude of male and female students combined, male students only, or female students only among the three versions. Within each of the three versions there was no significantly different change in scientific attitude between male and female students. (Author/JR)

The Conceptually Oriented Program in Elementary Science (COPES) Test of Science Concepts was administered to all children in a grade four and a grade six class after completion of a unit from the COPES materials. A semi-standardized interview schedule was used to interview selected pupils. Tapes of these interviews were rated independently by three judges with respect to 31 items assessing the child's concept adequacy. The judges' ratings were compared with the written responses to the COPES test and the limitations of the test identified. The accuracy of the COPES test appears to be limited by: non-science vocabulary; test format; procedural tasks; sentence length and complexity; words creating misleading mental sets; questions contradictory to response to a previous question; and inclusion of designated best choice statements which, by some children's interpretations, are fully consistent with their adequate concepts. (Author/AL)

The purposes of this book are twofold: (1) to present valid information on interpersonal communication to the student who possesses no specialized background, and (2) to provide insights into improving one's relationships with others. An attempt is made to present opportunities for the reader to better understand his basic needs for interpersonal communication, and for him to visualize the ways in which communication can be used to achieve more desirable relationships with others. The Suggested Applications and Learning Experiences given at the end of each chapter are an integral part of this book and are important in helping the individual reader put into effect his new insights. (Author/CK)

This study investigated (1) whether or not the institute was accomplishing its objectives to upgrade science and mathematics teachers' competency and to remove academic deficiencies due to inadequate or inefficient academic training and (2) whether the objectives of the institute were based on valid assumptions. The study population consisted of 151 secondary school science and mathematics teachers of both sexes. The principal data-gathering instrument was a questionnaire. Ten conclusions are reported in the study. These include (1) the institute was suitable for upgrading competency and removing deficiencies, (2) increased subject matter knowledge increased teacher effectiveness, (3) participants experienced a wider opportunity for their abilities and improved their professional and economic status, and (4) professional attitudes of participants improved. (BC)

Presents the results and conclusions of a survey of 121 participants of the 1961-65 Academic Year Institutes at the University of Mississippi to determine (a) the participants employment status one to five years after the Institute, (b) the extent to which participants had continued their formal education, secured advanced positions and changed schools, and (c) the participants' evaluation of the Institute's curriculum. Bibliography. (LC)

Data from a survey of colleges and universities indicate most offer some academic program in electronic data processing, but only larger institutions offer computer science as a major field. (Author/RA)