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The primary purpose of the present study was to investigate the appropriateness of several tests of significance for use with interrupted time series data. The second purpose was to determine what effect the violation of the assumption of uncorrelated error would have on the three tests of significance. The three tests were the Mood test, Walker-Lev Test 3, and Double Extrapolation Technique. The procedure was basically that of generating a large number of time series having specified characteristics and performing the tests of significance on each generated time series. The results of the study indicated that the three tests of significance are appropriate for use on data of interrupted time series form. Tables and figures illustrate the text. (Author/DB)

This study is an attempt to identify one source of individual differences in the extent to which readers learn from text and the means for accommodating it. Eighty college students were administered a series of aptitude tests and randomly assigned to one of four treatment groups. The subjects then received six passages, each passage followed by a question. The type of question was dependent upon treatment. Following the presentation of the stimulus materials in treatments, subjects were given recognition and recall tasks. The recognition task consisted of 24 multiple choice questions. The recall task instructed subjects to write down as many inferences as they could remember from each passage. The same tasks were used 24 to 48 hours later to obtain measures of delayed recall and recognition. The prime dependent measures were recognition of inferences and total recall of productive inferences. The recall measure was further broken down to recall of superordinate inferences, coordinate inferences, and associative inferences. Among the conclusions drawn were the following: (1) individual differences in inferential behavior do occur in text processing, (2) some of these differences are predictable using prior measures of relevant aptitudes, and (3) certain treatments do interact with certain aptitudes. (WR)

The authors argue against the current view of task analysis which assumes that learning is a univariant process. They feel that learning is a multivariant process and that task analysis should also take into consideration an analysis of the learning task, the cognitive processes which affect the acquisition of the learning task, and the learner's personality variables which may interact with the task and/or process of acquisition. Task analysis techniques must go beyond the formal-procedural (training) domain into what is termed a "thematic-principle" domain. They propose three procedures for such an analysis: specification of an appropriate cognitive process, an analysis of task structure, and an analysis of the contribution of aptitude measures on task performance. To demonstrate the feasibility of such an analytical procedure, a developmental research project is described which involved the manipulation of several sequence variables. (JY)

The Kilander Health Knowledge Test is analyzed, based on responses of four independent groups, to determine if response tendencies to test items were peculiar to groups studied and if test items retained independence regardless of the population group. The 1969 edition of the Kilander Health Knowledge Test was administered to all ninth- and twelfth-grade students attending a high school representing both a high and low socioeconomic level. The test was deemed to be sensitive to response tendencies of independent population groups. Analysis procedures also established that test item categories were independent regardless of the population. (JB)

Proposed as a chapter for a book, this document has attempted to survey the various points at which cognitive congruity theories impinge upon problems of ethnocentrism and intergroup relations. Some dozen such predictions have been presented, and have been italicized for scanning in the text. One hypothesis, that the more similar the outgroup the more it is liked, has been given extensive review including new, albeit secondary, data analysis. Other hypotheses receiving more than brief mention deal with the balance among regional sets of intergroup valences, the effects of forced compliance in the colonial and post colonial organization of territories upon group identification, and the resolution of incongruities in group esteem produced by contact with modern economic systems. (Author)

A COOPERATIVE CROSS-CULTURAL STUDY OF ETHNOCENTRISM IS BASED UPON DATA COLLECTED BY ANTHROPOLOGISTS IN VARIOUS GEOGRAPHICAL LOCATIONS. EACH ANTHROPOLOGIST SPENT TWO MONTHS COLLECTING DATA ON TRADITIONAL INTERGROUP RELATIONS, STEREOTYPES, AND HYPOTHETICAL CORRELATES OF RELATED SYMPTOMS OF ETHNOCENTRISM. SOCIETAL AND PSYCHOLOGICAL THEORIES ARE EXAMINED. THE FOLLOWING, RELATED TO SOCIETAL LEVEL THEORIES, ARE PRESENTED--(1) CRITICISM OF THE MIXING OF SOCIETAL AND INDIVIDUAL LEVELS OF ANALYSIS, (2) GLUCKMAN'S ANALYSIS OF THE PROBLEM OF INTERDISCIPLINARY RELATIONS IN SOCIAL SCIENCE RESEARCH AND THE AUTHOR'S VIEW OF THE USE OF LEVELS OF ANALYSIS, (3) PRINCIPLES OF REALISTIC GROUPS-CONFLICT THEORY, (4) THE PREDICTION OF GROUP PROCESSES FROM PRINCIPLES OF INDIVIDUAL PSYCHOLOGY, AND (5) EXTERNAL CONFLICT AND HOSTILITY AS A PROJECTIVE SYMPTOM OF INTERNAL PROBLEMS, RATHER THAN AS A PRODUCT OF INTERGROUP PROBLEMS. SOCIOPSYCHOLOGICAL THEORIES, WHICH ARE DEFINED AS THEORIES EXPLAINING PREJUDICE THROUGH PSYCHOLOGICAL FACTORS OPERATING IN A SOCIAL CONTEXT, CENTER AROUND THE FRUSTRATION-AGGRESSION DISPLACEMENT THEORY. PRINCIPLES UNDERLYING THIS THEORY AND SOCIAL-LEVEL PROPOSITIONS RELATED TO IT ARE DISCUSSED. THIS PAPER WAS PRESENTED TO THE AMERICAN PSYCHOLOGICAL ASSOCIATION MEETING (WASHINGTON, D.C., SEPTEMBER 1967). (PS)

This study examined the relationship between attitudes of student teachers and ratings of student teachers according to characteristics deemed most desirable of teachers. The Minnesota Teacher Attitude Inventory (MTAI), which purportedly predicts how well a teacher will get along in interpersonal relationship, was chosen as the instrument to obtain expressions of attitudes of student teachers to children and school work. Characteristics of a teacher which were deemed most desirable by school administrators were assumed to be those items included on forms used to obtain staff recommendations. The study was initiated just before the conclusion of a semester of student teaching. Within the limits of this investigation, little relationship was found to exist between the attitude of student teachers as expressed at the end of a student teaching experience and the ratings of characteristics desired by school administrators. The paired comparison technique for assessment of desired teacher characteristics provided an operational taxonomy for determining the strongest characteristics of a student teacher. (Tables with results are included as appendixes.) (JA)