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THE EDUCATIONAL GOALS AND PLANS OF ADOLESCENTS (GRADES 9-12) IN FOUR SOUTHERN STATES WERE EXAMINED, WITH PARTICULAR ATTENTION TO NEGRO YOUTH. NEARLY 16,000 BOYS AND GIRLS FROM 17 COUNTIES IN ALABAMA, MISSISSIPPI, NORTH CAROLINA, AND VIRGINIA WERE SURVEYED BY MEANS OF A QUESTIONNAIRE. FOR MANY OF THESE STUDENTS, ADDITIONAL BACKGROUND INFORMATION WAS OBTAINED FROM SCHOOL RECORDS. FINDINGS OF THE SURVEY INDICATED THAT (1) ABOUT 40 PERCENT OF THE WHITE SUBSAMPLE, BUT ONLY ABOUT 20 PERCENT OF THE NEGRO SUBSAMPLE, PLANNED TO ATTEND COLLEGE IN THE YEAR AFTER HIGH SCHOOL GRADUATION, (2) LESS THAN 10 PERCENT OF THE TOTAL SAMPLE INDICATED THEY MIGHT ATTEND COLLEGE AT A LATER DATE, AND (3) THAT PART OF THE SAMPLE PLANNING TO DROP OUT OF HIGH SCHOOL BEFORE GRADUATION INCLUDED APPROXIMATELY 25 PERCENT OF THE NEGRO BOYS, 17 PERCENT OF BOTH THE WHITE BOYS AND NEGRO GIRLS, AND 14 PERCENT OF THE WHITE GIRLS. CHARACTERISTICS OTHER THAN RACE WHICH APPEARED TO BE RELATED TO LEVEL OF EDUCATIONAL EXPECTATIONS AMONG THE SAMPLE (INCLUDING INTELLECTUAL, SOCIAL, AND MATERIAL FACTORS) WERE STATISTICALLY PRESENTED AND DISCUSSED. TYPICALLY, WHEN SUCH CHARACTERISTICS WERE ASSOCIATED WITH ELEVATED EDUCATIONAL GOALS, THE ASSOCIATION POINTED TO COLLEGE PLANNING FOR WHITES AND TO FIRM INTENTIONS NOT TO DROP OUT OF HIGH SCHOOL FOR NEGROES. RELATED INFORMATION MAY BE FOUND IN ED 010 837. (JH)

DEMOGRAPHIC CORRELATES OF EDUCATIONAL PERFORMANCE LEVELS WERE EXAMINED BY COUNTY IN THE 11 EX-CONFEDERATE SOUTHERN STATES TO FIND OUT WHETHER THE SAME VARIABLES PREDICT PERFORMANCE FOR BOTH NEGRO AND WHITE STUDENTS IN THE SAME WAY. DATA WERE DERIVED MAINLY FROM U.S. CENSUS REPORTS AND FROM MATERIALS OF STATE AND LOCAL DEPARTMENTS OF EDUCATION. PERFORMANCE MEASURES USED WERE SCHOOL ATTENDANCE RATES, AGE-GRADE RETARDATION RATES, DROPOUT RATES, AND COLLEGE ENTRANCE RATES. A WIDE RANGE OF POSSIBLE PREDICTOR VARIABLES WAS EXAMINED. DATA WERE ANALYZED FOR EACH STATE SEPARATELY AND THEN SUMMARIZED FOR THE ENTIRE REGION. THE BEST PREDICTORS OF THE LEVEL OF ABSOLUTE NEGRO AND WHITE PERFORMANCE WERE FOUND TO BE (1) "INTRARACE MEDIAN ADULT EDUCATION," (2) "PER PUPIL EXPENDITURE," AND (3)"POPULATION PER HOUSEHOLD.""MEDIAN EDUCATION,""EXPENDITURES," AND "PERCENTAGE IN AGRICULTURE" RANKED HIGH AS PREDICTORS OF THE RELATIVE PERFORMANCE OF NEGROES (COMPUTED AS A PERCENTAGE OF THE WHITE PERFORMANCE LEVEL). WITHOUT CONTROLS, "PERCENTAGE NEGRO" WAS ANOTHER GOOD PREDICTOR OF BOTH WHITE PERFORMANCE RATES (POSITIVELY RELATED) AND NEGRO RATES (NEGATIVELY RELATED). POOR PREDICTORS OF PERFORMANCE WERE (1) "PERCENTAGE URBAN" AND "POPULATION CHANGE," (2) "MEDIAN INCOME," AND (3) "FREQUENCY OF RACIAL VIOLENCE." POSSIBLE PRACTICAL APPLICATIONS OF THE FINDINGS WERE DISCUSSED. RELATED INFORMATION MAY BE FOUND IN ED 010 838. (JH)

Evidence of high population density's serious inhibiting effects on the reproductive, aggressive, withdrawal and sexual behavior of various animals, motivated a study of human pathology in overcrowded areas. Ecological relationships in Chicago and their impact on human behavior were assessed. The number of persons per acre, Standardized Mortality Ratio, and General Fertility Rate were gauged, as were Public Assistance Rate for persons under 18 (a measure of ineffectual parental care), Juvenile Delinquency Rate, (a measure of aggressive behavior), and the Rate of Admissions to Mental Hospitals. Social class and ethnicity were also considered. Great differences were found between the different measures of population density: (1) Persons per room accounted for most of the variance for mortality, fertility, public assistance and juvenile delinquency. (2) For admissions to mental hospitals, rooms per housing unit accounted for virtually all the variance associated with density. (3) Number of housing units per structure was less important; rooms per housing unit and structures per acre appeared relatively unimportant. The causal relationship between density and pathology is discussed for each of the five pathologies. (KS)

Reported was a project studying the school performance of children who had survived laboratory confirmed Haemophilus influenza meningitis prior to 4 years of age without observable sequelae and who were enrolled in regular primary grades. Thirty-nine index children were matched with controls by age, sex, socioeconomic level, and classroom membership, and 19 index cases were matched with primary controls on the basis of hospitalization at same age with non-meningitic illness, sex and race. Post-Haemophilus influenza children were found to perform significantly lower than controls on measures of school achievement, group IQ, and teacher rating. Recommended was a preschool intervention program for post-meningitic children which would offer special guidance in school readiness activities which increase instructional receptivity, student image, and motor coordination. (Author/GW)

Reported were over 20 related studies that were intended as attempts to discover the psychological implications of deafness, with an emphasis on the perceptual-cognitive manifestations. The report was divided into three sections: the first reported the results of many studies investigating mainly the relationship between language and perception and language and cognition and which use memory as the vehicle of experimentation. The second chapter focused on results of psycholinguistic studies. The third section reported a series of interrelated studies investigating the causes behind the emotional or affective immaturity found to be frequently displayed by a large number of deal persons. Selected general findings were that the deaf may have problems with sequencing information where nonverbal forms are involved, that auditory input is not necessary for the learning of perception of rhythms, that the deal show superior performance for signable words but do not differ from the hearing on words that do not have sign equivalents, and that the deaf show better reading performance level when written materials are presented in sign order rather than in English order. (CB)

Reported were data concerned with research and development of communications systems for persons with motor handicaps. An experiment on receptive communication which attempted to determine whether tactual information could be acquired simultaneously by several fingers indicated that superior performance resulted when patterns were scanned by one finger on each of two hands. A second experiment on receptive communication investigated the relative effectiveness of three alternative symbol systems which varied the geometric similarity of symbol and referent. Results showed the greatest learning occurred when symbol and object were similar. Also reported was the construction of two prototype systems that are intended to provide a means of expressive communication for two cerebral palsied persons, one child and one adult. The system contained three functionally separate components: interface to the subject, code converter, and output display of symbols. Plans for the development of this system were said to include research on the selection of input codes, and arrangements for manufacture and distribution. (GW)

Three groups of children (urban black, urban white, rural white) from Middle Tennessee who live in an Appalachian-type environment were studied to assess their health and nutritional status. In addition, some attempt was made to relate aspects of physical status to intellectual adequacy as measured by the Stanford-Binet or the Wechsler Preschool and Primary Scale of Intelligence. The three target groups attended day care programs with a school lunch and snack program. A comparison group did not. Findings of interest were: (1) The general health status of children examined was not inferior on national norms. (2) There was a sufficiently high incidence of visual, auditory, and speech problems to warrant specific attention. (3) The composite specimen analysis technique was successfully used because it presented a precise picture of what a child ate rather than what he was served. (4) No particular meaning was found in correlations between various indices of skeletal age, height, weight, bone density and indices of learning ability. The study was designed and executed solely to provide descriptive information. Figures and tables of physiological data are provided. (WY)

This study sought to probe the contention that curricular specialization in higher education produces a polarization between the scientific and humanistic cultures. Two randomly selected panels of men enrolled at 25 universities were identified from student directories, and followed by mail surveys during three successive summers. Results were analyzed for 1,858 men who responded to all three surveys. Panels were selected so that during the longitudinal study Panel A members received increasing exposures to chosen major fields of study, while Panel B members received steady (or diminishing) exposures to such major fields. In a quasi-experimental design, changes in student attitudes and in perceived characteristics of peers and teachers were related to temporal variations in the degree of exposure to major fields of study. Predictions concerning differential accentuation of initial major field differences were generally unconfirmed for the attitudes measures, thus failing to replicate the results previously reported by Feldman and Newcomb. Implications for interpreting the impacts of major fields of study upon attitudes and values are discussed. A 31-item bibliography and appendices of research material are included. (Author)

This Conference was sponsored by the U.S. Office of Education, the Gulbenkian Foundation, Inc., United Merchants and Manufacturers, The Hispanic Society of America, Phi Lambda Beta (the Portuguese National Honor Fraternity), and Vanderbilt University. Individual participants from specified regional nuclei of interest met for introductory plenary sessions, during which the importance of Portuguese, the need for more people trained in it, and its interdisciplinary relevance were discussed in the national context by a series of distinguished specialists. The "national" group then separated into its constituent nuclei of interest (regional groups) for the seminars described in these transcripts, which are presented here in dialog form (with the exception of two in narrative form). They represent the discussion of the following groups: (1) District of Columbia, Virginia, New Jersey, Pennsylvania; (2) Alabama, Georgia, Tennessee; (3) California, Oregon; (4) Texas, Louisiana; (5) Illinois, Kansas, Missouri, Nebraska; (6) Massachusetts; (7) Ohio, Michigan, Indiana, Wisconsin; (8) Colorado, New Mexico, Nevada, Utah, Arizona; (9) New York; and (10) Rhode Island, Connecticut. A list of supplementary materials in Portuguese prefaces, and an index concludes the text transcriptions. (AMM)

To explore the efficacy of improving the dysarthria of cerebral palsy under conditions of aural stimulation, visual stimulation, and combined aural-visual stimulation, 22 subjects (aged 7.6 to 19.0 years) received intensive stimulation for word limitation for 22 consecutive school days. The 87 words of the Irwin Integrated Articulation Test were randomized and presented over a series of nine stimulations of four new words each day. The results were that combined aural-visual stimulation produced fewer errors than aural stimulation alone; errors from visual stimulation alone could not be meaningfully calculated. Words under aural-visual stimulation were rated as significantly improved from the third to the twentieth day but were still considered below average on the scale. The difficulty of sound production did not differentiate conditions analyzed according to manner of articulation or place of articulation. Voicing improved under aural-visual stimulation, but negligible correlations were obtained with sex differences, age, and IQ. Indications were that brief periods of cumulative imitation under aural-visual stimulation can bring about better motor control for articulation in cerebral palsy. (Author/JM)

To study the school adjustment of children known to have had prolonged high fevers, 25 elementary school students who had had acute bacterial meningitis were matched by age, sex, and socioeconomic levels with peers from their same classroom. The nature and extent of school problems and educational handicaps of the post-meningitic children examined through information obtained by the data gathering devices constructed for the study. Information gathered related to school adjustment, academic achievement, teacher and peer ratings, psychological test performance, speech and hearing assessment, and pediatric, psychiatric, and visual examinations (total of more than 1,000 different variables). The post-meningitic children performed significantly poorer than the controls on many school related behaviors (deficient on teacher ratings of overall school adjustment and academic problems, and in reading achievement, instructional receptivity, getting along with classmates, self-confidence, and gross as well as fine motor coordination). Appended are an extensive annotated bibliography of the sequelae of acute bacterial meningitis, data collection forms, print-outs of categorical raw data, and various tables of correlation and factor structure, and intercorrelations of factor scores. (KW)

It is hypothesized that the drug, epinephrine, used in conjunction with a fear arousing film on the consquences of smoking would be more effective than either alone in increasing fear and negative attitudes toward smoking and, resultantly, in reducing cigarette consumption. The experimenters assigned 119 subjects to the four cells of a 2x2 factorial design: film vs. no film by epinephrine vs. placebo. A significant film x drug interaction was found with the dependent measure of degree of fear produced. However, contrary to prediction, the difference between the epinephrine and placebo groups was greater in the no film condition than in the film condition. Only main effects for the film variable were found with regard to attitudes toward smoking. All groups reported signficantly reduced smoking from pretest through three followup assessments, but the treatments were not differentially effective. (Author/TL)

The purpose of this survey was to assess public attitudes about drug addiction, addicts, and treatment for this condition. Four reference groups were sampled: (1) law-enforcement representatives; (2) college student non-users; (3) student users of marihuana; and (4) post-withdrawal narcotic addicts. Data was obtained from a questionnaire consisting of 35 bipolar descriptive statements, to which subjects were to assign a rating from one to five, indicating their agreement, neutrality or non-agreement with each of the statements. An additional 11 items assessed the potential helpfulness of different classes of people to the drug addict. Responses to the 35 descriptive items and to the 11 helpfulness ratings were submitted to principal component factor analyses. Four were extracted from the descriptive statements: (1) social rejection; (2) psychological intervention; (3) threatening, harmful; and (4) nonpunitive reaction. Likewise, four were extracted from the helpfulness ratings: (1) semi-professionals; (2) mental health professionals; (3) adjunct professionals; and (4) family and friends. Results are presented. A concluding discussion elaborates the findings and attempts some minimal interpretation of them. (TL)

A demonstration home provided a parent oriented program and audiologic management for 94 deaf preschoolers (mean age 2 years 4 months). Each child underwent a trial period with different hearing aids before permanent recommendation was made. Parents were present at these clinic sessions; they also received instruction in how to encourage auditory behavior, orient the child to sound, and talk to the child. Findings over 3 years indicated that language age growth accelerated while performance age and nonverbal mental age remained linear. Also, ability to use amplification from the wearable hearing aid improved, with an improved mean threshold response to spoken voice of more than 20 dB. The parents mobilized themselves into pressure groups resulting in legislation for education of deaf preschoolers. Community approval of the project resulted in continuance of its services after federal funding ceased. (Author/JD)

Vanderbilt University's 1969 EPDA Summer In-Service Institute for Training in Portuguese was a flexible, dual program in the fields of foreign language (specifically Portuguese) and English as a second language. Objectives were to provide: (1) adequately trained personnel to maintain and develop existing conventional secondary school Portuguese language programs; (2) trained personnel to implement new such programs in previously identified nuclei of interest; (3) personnel trained in the Portuguese language, Portuguese cultural and civilizational background, and relevant methodologies to staff ESOL programs for monolingual Portuguese-speaking immigrant students. In this last context, it was conceived as a pilot program leading toward the establishment of true bilingual education in the areas in question (principally southeastern Massachusetts, northeastern Rhode Island, and parts of California) through the training of a nucleus of staff. (This report consists of the Director's Report and various appendixes, including staff evaluations of the program and specific courses, participants' evaluation of the program, and communications to participants. The staff evaluation of participants is not included in this document.) [Not available in hardcopy due to marginal legibility of original document.] (Author/AMM)

Several important conclusions follow from the assumptions that the fundamental emotions are (a) innate, universal phenomena, and (b) the components of man's principal motivation system. All people have in the fundamental emotions the capacity for a common set of subjective experiences and expressions. These have a special communication value. The communication function facilitates the interpersonal and inter-cultural understanding of the underlying subjective experience. They may serve as a base for interpersonal and cross-cultural understanding. The emotions tend to generate a set of cognitive labels that translate to a corresponding common set of meanings. These theses seem to be corroborated by Thurstone's concept of the role of affect in race attitude scaling and by Osgood's finding that the affective dimension of meaning shows the greatest cross-cultural constancy. These conclusions support an expanded definition of phenomenal field. It was proposed that the subjective culture is determined by innate and socio-cultural factors and by unique person-environment interactions. Since the emotions were considered to be man's principal motivation system and to be motivating experiences, they were viewed as the most fundamental and culture -common aspects of subjective culture and phenomenal field. (AUTHOR)

FOUR INSTRUMENTS WERE DEVELOPED AND STANDARDIZED TO MEASURE EARLY EXPERIENCE, CURRENT BEHAVIOR, TREATMENT APPROACHES, AND PROGNOSIS OF EMOTIONALLY DISTURBED CHILDREN--THE RATING/RANKING SCALE OF CHILD BEHAVIOR (R/R SCALE), THE PARENT PRACTICES INVENTORY (PPI), THE SCALE ON PROCEDURES IN DEALING WITH CHILDREN (PDC), AND THE CHILD HISTORY CODE (CHC). SIXTY-THREE RATERS COMPLETED THE 125-ITEM R/R SCALE ON GROUPS OF THREE TO NINE EMOTIONALLY DISTURBED CHILDREN (TOTAL 109) WITH WHOM THEY HAD HAD DAILY CONTACT FOR AT LEAST 3 WEEKS. THE AVERAGE CORRELATION RATIO OF THE INDIVIDUAL ITEMS WAS .68, AND THE MEAN INTRACLASS CORRELATION WAS .30. HOWEVER, THIS INDEX OF RELIABILITY IS MORE STRINGENT, SINCE THE FORMULA CORRECTS FOR ERROR BETWEEN JUDGES AND THE RESIDUAL ERROR. IN ANALYZING THE PPI FOR RELIABILITY, THE TEST, WHICH WAS CODED AND REFINED TO ASSESS PARENT METHODS AND VALUES THROUGH THREE DRAFTS, WAS GIVEN TO BOTH PARENTS OF ONE NORMAL AND SIX DISTURBED CHILDREN AND TO THE MOTHERS ONLY OF TWO DISTURBED CHILDREN. THE MEAN PERCENT OF ABSOLUTE AGREEMENT FROM TEST TO RETEST WAS 41 PERCENT. THE APPROXIMATE PERCENT OF AGREEMENT WAS WITHIN 2 POINTS FOR 11 POINT SCALES, WITHIN 1 POINT OR LESS FOR OTHER SCALES. THE MEAN APPROXIMATE PERCENT OF AGREEMENT WAS 74. THE PDC, A MEASURE OF TREATMENT VARIABLES, WAS DEVELOPED THROUGH SIX DRAFTS BY OBSERVING AND CONSULTING WORKERS WITH DISTURBED CHILDREN. THE INTRAJUDGE RELIABILITY ON THE THREE SECTIONS (ONE WITH TWO SUBSECTIONS) RANGED FROM 66 TO 85 PERCENT. THE AVERAGE PERCENT OF AGREEMENT BETWEEN TEACHERS AND OBSERVERS RANGED FROM 49 TO 68 FOR EACH SECTION OF THE TEST. TO MAXIMIZE RELIABILITY, THE PDC WILL BE GIVEN BY SPECIALLY TRAINED PROCTORS AND THE R/R SCALE WILL BE ADMINISTERED FIRST. THE LAST INSTRUMENT, THE CHC, WAS DIVIDED INTO TWO PARTS, ONE TO BE COMPLETED FROM THE FILES AND THE OTHER BY THE PARENTS. ADDITIONAL STATISTICAL ANALYSES WILL BE PUBLISHED. FINAL DATA COLLECTED ON 456 EMOTIONALLY DISTURBED CHILDREN, 36 ORGANICALLY IMPAIRED CHILDREN, AND 507 PARENTS WILL BE EVALUATED IN THE FUTURE. A 12-MONTH POST ASSESSMENT SCALE IS BEING DEVELOPED FOR FOLLOWUP STUDIES. COMPARISON DATA WILL BE GATHERED ON NORMAL CHILDREN. A REPORT ON THE FINAL BEHAVIOR CLASSIFICATION SCHEMES FOR USE BY TEACHERS OF EMOTIONALLY DISTURBED CHILDREN WILL BE PREPARED. FOUR SPLINTER STUDIES ARE CITED. NINE APPENDIXES INCLUDE COPIES OF AND SCORING PROCEDURES FOR THE TEST INSTRUMENTS.

Twenty-four preschool children (aged 3-3 to 5-6) were studied to test the efficacy of newly developed phonemic-visual-oral materials in the correction of articulatory problems. All subjects were given an articulation test and a battery of five tests to measure auditory memory span and intelligence. Twelve children received 50 sessions of instruction, 1 hour long, using the new materials based on the Initial Teaching Alphabet and structured to cover auditory discrimination, sound sequencing, visual discrimination, phonemic synthesis and analysis, and rhyming. A control group of 12 was exposed to traditional articulation therapy procedure. The experimental group made significantly fewer errors in articulation after therapy than the control group based on the Goldman-Fristoe Filmstrip Articulation Test (p=.05). No significant difference was found between groups in auditory memory skills and intelligence scores. Conclusions were that the experimental, visual-symbol approach has great potential in the modification of misarticulation. (RP)

Designed by speech pathologists for use with preschool children, 54 lessons utilize the Initial Teaching Alphabet (ITA). Beginning with the presentation of a single sound and its ITA symbol, lessons progress systematically through all the symbols; synthesis of the elements into syllables, words, sentences, stories, and general conversation is structured; and the program is graded in difficulty. Materials are provided with the lessons and instructions for the therapists include reference to visual, auditory, and kinesthetic perceptual discrimination. Lessons can be used for either group or individual therapy; each lesson contains activities and a story. Forty-four visual symbols relating to phonemic elements of speech composing the ITA facilitate a multisensory approach to remediation of articulatory disorders. (RP)

The research concerned the association of neutral objects, such as nonsense syllables, with rewards, such as money and candy, in children. Thirty-six subjects were obtained from grades two through six of local public elementary schools in Nashville, Tennessee. Associations between neutral objects and rewards were formed in a task concerning discrimination learning. Subsequently, measures of the effects of the associations were obtained with respect to verbal evaluation, expectancy of obtaining new rewards, choice behavior, and a variety of aspects of selective attention. In different experiments, parameters of learning, such as magnitude of reward and per cent of reward, were investigated. The hypothesized effects were obtained with respect to the dependent measures. Studies of selective attention such as eye movements, were made with respect to a wide variety of stimulus variables concerning different aspects of information, such as novelty. With all types of materials, selective attention was found to be a monotonically increasing function of amount of information in the display. (Author/JS)

The effects of college environments upon students' attitudes toward pursuing advanced graduate or professional study were investigated. The subjects were 1,178 member of the class of 1963 enrolled in 50 colleges and universities. Survey responses to a standard set of 23 scales were obtained at the completion of the sophomore, junior and senior years. The procedures provided means of studying (1) the relationship of perceived college environments to aspirations and values of students entering a major field (2) the degree to which aspirations and values changed concomitantly with changes in perceived values and expectations of teachers and peers (3) the effect of college environment and experiences upon decisions to enter graduate school immediately after graduation. Tests confirmed the hypotheses that the desire to pursue graduate study was strengthened by the achievement of good rapport with faculty during senior year, by experiencing pressure from peers for advanced study, by talking with faculty, students and parents about graduate study, winning recognition for academic achievements, and participation in research. Most of the results indicate that the examples of teachers and peers persuade many undergraduates that advanced training is an appropriate goal. Alternative methods of controlling errors of measurement in assessing initial status are discussed, and different criteria for assessing impacts of college environment upon student attitudes are evaluated. (Author/JS)

THE PURPOSE OF THIS RESEARCH WAS TO EXAMINE THE EFFECTS OF SEVERAL MEASURES OF WORD-RELATEDNESS ON SEVERAL VERBAL LEARNING TASKS--PRIMARILY PAIRED-ASSOCIATES LEARNING AND VERBAL DISCRIMINATION LEARNING, WITH INCIDENTAL ATTENTION GIVEN TO FREE RECALL AND SEMANTIC GENERALIZATION. THE STRATEGY WAS TO SELECT A SAMPLE OF WORD PAIRS (240 COMMON NOUNS ARRANGED INTO 120 PAIRS TO REPRESENT A VARIETY OF JUDGED RELATIONSHIPS) AND THEN TO STUDY THESE PAIRS EXTENSIVELY IN A VARIETY OF EXPERIMENTAL TASK SITUATIONS. PAIRED-ASSOCIATES LEARNING AND VERBAL DISCRIMINATION LEARNING SCORES WERE DETERMINED IN TWO EXPERIMENTS. THE INTEREST WAS IN ACHIEVING A STABLE SCORE FOR EACH PAIR. TO DO THIS A GROUP STUDY-TEST PROCEDURE WAS DEVELOPED AND USED WITH APPROPRIATE MINOR CHANGES IN BOTH EXPERIMENTS. EACH PAIR APPEARED IN FIVE DIFFERENT 60-ITEM LISTS. EACH LIST WAS PRESENTED TO AN INDEPENDENT GROUP OF SUBJECTS FOR THREE TRIALS. THE LEARNING TASK SCORES WERE CORRELATED WITH ALL OF THE VARIABLES DESCRIBING ASPECTS OF THE STIMULUS MATERIAL. THE MAJOR INTEREST WAS IN COMPARING THE PATTERNS OF CORRELATION FOR THE TWO EXPERIMENTS. SEVERAL MAJOR DIFFERENCES WERE FOUND. PAIRED-ASSOCIATE PERFORMANCE CORRELATES SUBSTANTIALLY WITH THE MEASURES OF DIRECT ASSOCIATION WHILE VERBAL DISCRIMINATION PERFORMANCE CORRELATES NEAR ZERO. THE GENERAL CONCLUSION IS THAT PROPERTIES OF THE STIMULUS MATERIAL PLAY VERY DIFFERENT PARTS IN THE TWO TASKS. (AMM)

The report consists of two parts. Part A discusses the progress made in eight areas: monitor training, monitor selection, attendance, recruitment, class scheduling, I.Q. minimum, student motivation, and financial incentives. Part B discusses the overall progress toward accomplishment of the six major project objectives, which were the following: to determine effective methods of selecting potential trainees for an unpaid after-hour educational development program; to get employees to participate voluntarily; to determine what upgrading takes place after the MIND program; to determine what upgrading takes place in terms of promotion; to determine the effects of age; and to replace successful trainees with new people. (Author)

An examination was begun of the development of an individual's ability to adhere to standards and to reward himself for only those performances above criterion. Also to be determined were what social variables affect this ability. Two experiments were run that placed 8- to 10-year-olds in a situation with a miniature bowling game (secretly controlled by the experimenter) and tokens with which to reward themselves for their bowling scores. The significant variables manipulated were the method of informing the subject of standards, the status of model or instructor, the incentive level, and the rule structure. The results indicated that rule structure may play a vital role in children's private adoption of standards, that increased incentive results in lowering of standards, and that direct instruction and modeling both establish standards better than no instruction but don't differ in effect from each other. Even in the performance of subjects who deviate from the established standards, the underlying principle of reward for high scores is adhered to. For lower class subjects, high status increases the influence of people giving direct instructions but decreases the influence of those acting as models. It appears that a child's adoption of self-imposed standards depends on the operation of social influence variables. (MH)

Designed to enable parents to help preschool, speech handicapped children enrolled in a program of speech correction by using materials based on the Initial Teaching Alphabet (ITA), these activities correlate with those used in therapy. A short period of time (15 to 20 minutes), a relaxed atmosphere, a regular schedule, and a quiet, non-distracting atmosphere are suggested for the activities. Pages of the child's manual are coded; the manual for parents replicates this material and provides an index to the code with instructions to be interpreted to the child. Ten activities focus on auditory discrimination, three on visual discrimination, 13 on sequencing, 20 on synthesis, 10 on analysis, and five on rhyming. (RP)