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PROVIDED IN THIS REPORT ARE COMPLETE TEXTS OF SEVERAL RESEARCH PAPERS RELATED TO THE ANALYSIS OF READING SKILL PREPARED FOR "PROJECT LITERACY." THE CENTRAL THEME OF EACH PAPER IS BASIC RESEARCH AND/OR CURRICULUM DEVELOPMENT IN AREAS OF EDUCATION RELEVANT TO THE ACQUISITION OF READING SKILLS. TITLES OF THESE PAPERS ARE (1) "EXPERIMENTS ON FOUR ASPECTS OF READING SKILL AND ITS ATTAINMENT," (2) "STUDIES FOR VARIOUS ASPECTS OF READING," (3) "THE COMPARISON OF MEDIATED PERCEPTION WITH DIRECT PERCEPTION," (4) "NOTES ON SCRIBBLING IN YOUNG CHILDREN," (5) "RELATIONSHIPS BETWEEN WRITTEN AND SPOKEN ENGLISH," AND (6) "TOWARD A GENERAL THEORY OF GRAPHIC COMMUNICATIONS--I. THE COMPONENT PERCEPTUOMOTOR SKILLS AT DIFFERENT LITERACY LEVELS." (JH)

PROVIDED IN THIS REPORT ARE COMPLETE TEXTS OF THE PAPERS PRESENTED AT THE FOURTH RESEARCH PLANNING CONFERENCE OF "PROJECT LITERACY." THE CENTRAL THEME OF EACH PAPER IS BASIC RESEARCH AND/OR CURRICULUM DEVELOPMENT IN AREAS OF EDUCATION RELEVANT TO THE ACQUISITION OF READING SKILLS. TITLES OF THE EIGHT PAPERS PRESENTED ARE (1) "RESPONSIVE ENVIRONMENTS," (2) "AN ABSTRACT OF PROPOSED RESEARCH DIRECTED TOWARD DEVELOPING SELF-INSTRUCTIONAL READING PROGRAMS," (3) "EMPIRICAL DEVELOPMENT OF A BEGINNING READING SKILL," (4) "COMPUTER-BASED INSTRUCTION IN INITIAL READING," (5) "BEGINNING READING--AN ECLECTIC PHONIC APPROACH," (6) "A FRAMEWORK FOR THE ANALYSIS OF EARLY READING BEHAVIOR," (7) "EFFECTS OF COMPENSATORY PRESCHOOL PROGRAMS," AND (8) "PROPOSAL FOR STUDY OF VARIOUS ASPECTS OF TEACHING EFFECTIVENESS WITH CHILDREN OF DIFFERING CHARACTERISTICS." (JH)

PROVIDED IN THIS REPORT ARE COMPLETE TEXTS OF THE PAPERS PRESENTED AT THE THIRD RESEARCH PLANNING CONFERENCE OF "PROJECT LITERACY." THE CENTRAL THEME OF EACH PAPER IS BASIC RESEARCH AND/OR CURRICULUM DEVELOPMENT IN AREAS OF EDUCATION RELEVANT TO THE ACQUISITION OF READING SKILLS. TITLES OF THE 10 PAPERS PRESENTED ARE (1) "THE CHILD'S ACQUISITION OF GRAMMAR," (2) "THE READING READINESS NURSERY SCHOOL," (3) "SOME OBSERVATIONS OF THE LEARNING ENVIRONMENT OF THE CHILD GROWING UP IN THE SOUTH END OF BOSTON," (4) "RESEARCH PLANS FOR STUDIES OF COGNITIVE SOCIALIZATION," (5) "PERCEPTUAL DISCRIMINATION, SOCIAL CLASS, AND AGE--A BRIEF DESCRIPTION OF PLANNED RESEARCH," (6) "EXPANSION TRAINING AND THE CHILD'S ACQUISITION OF GRAMMAR," (7) "MENTAL ABILITIES OF CHILDREN IN DIFFERENT SOCIAL CLASS AND CULTURAL GROUPS," (8) "THE USE OF LINGUISTIC STRUCTURES IN LEARNING," (9) "AURAL AND VISUAL LEARNING IN CHILDREN," AND (10) "BRIEF STATEMENT OF RESEARCH IDEAS--MOTIVATIONAL CONTENT ANALYSIS OF PRIMERS." (JH)

PROVIDED IN THIS REPORT ARE COMPLETE TEXTS OF THE PAPERS PRESENTED AT THE SECOND RESEARCH PLANNING CONFERENCE OF "PROJECT LITERACY." THE CENTRAL THEME OF EACH PAPER IS BASIC RESEARCH AND/OR CURRICULUM DEVELOPMENT IN AREAS OF EDUCATION RELEVANT TO THE ACQUISITION OF READING SKILLS. TITLES OF THE 10 PAPERS PRESENTED ARE (1) "SPELLING TO SOUND--RULES AND A MODEL," (2) "PROPOSAL FOR A RESEARCH PROGRAM IN WRITTEN ENGLISH AND ITS RELATION TO SPOKEN ENGLISH," (3) "A PROPOSED STUDY OF NEGRO AND PUERTO RICAN SPEECH IN NEW YORK CITY," (4) "A PROPOSAL FOR THE STUDY OF THE GRAMMAR OF NEGRO ENGLISH IN NEW YORK CITY," (5) "COMMUNICATION BARRIERS TO THE CULTURALLY DEPRIVED," (6) "PREREQUISITIES FOR LINGUISTIC STUDIES ON THE EFFECTS OF DIALECT DIFFERENCES ON LEARNING TO READ," (7) "PRELIMINARY OUTLINE OF PILOT STUDIES ON RELATIONS OF COMPREHENSION AND SPEECH IN PRESCHOOL CHILDREN," (8) "LANGUAGE SKILLS IN THE CONTEXT OF THE CHILD'S COGNITIVE DEVELOPMENT," AND (10) "THE VALIDITY OF PAUSE AS AN INDEX OF UNITS IN LANGUAGE." (JH)

PROVIDED IN THIS REPORT ARE COMPLETE TEXTS OF THE PAPERS PRESENTED AT THE FIRST RESEARCH PLANNING CONFERENCE OF "PROJECT LITERACY." THE CENTRAL THEME OF EACH PAPER IS BASIC RESEARCH AND/OR CURRICULUM DEVELOPMENT IN AREAS OF EDUCATION RELEVANT TO THE ACQUISITION OF READING SKILLS. TITLES OF THE 12 PAPERS PRESENTED ARE (1) "AROUSAL--IMPLICATIONS FOR A LEARNING-TO-READ PARADIGM," (2) "ACQUIRED RELEVANCE OF CUES IN READING--THE LEARNING OF SELECTIVE OBSERVING RESPONSES," (3) "SYSTEMATIC INVESTIGATION OF CERTAIN VARIABLES BASIC TO THE DEVELOPMENT OF EFFECTIVE INSTRUCTIONAL SEQUENCES IN READING," (4) "READING AS A MOTOR SKILL--A MEDIATION MODEL," (5) "STIMULUS FACTORS IN LITERACY--GRAPHIC COMMUNICATION, VERBAL AND NONVERBAL," (6) "READING AS A PERCEPTUAL SKILL," (7) "NEUROPHYSIOLOGY OF RECOGNITION AND INTERSENSORY ASPECTS OF READING," (8) "EIDETIC IMAGERY IN CHILDREN--SUMMARY OF RESEARCH," (9) "RESEARCH PLANS AND PRELIMINARY RESULTS RELEVANT TO PROJECT LITERACY," (10) "COMPREHENSION WITH USE OF PHONIC TEACHING METHODS," (11) "SUGGESTIONS FOR RESEARCH ON THE USE OF THE CHILD'S KNOWLEDGE OF SPOKEN LANGUAGE IN THE TEACHING OF READING AND WRITING," AND (12) "ELEVEN HYPOTHESES IN SEARCH OF A (COGNITIVE) METHOD--NOTES ON SEMINAR TALK." (JH)

A retrieval system is considered in which document descriptions are stored and accessed in groups called clusters. All items in a cluster meet common similarity criteria and are represented by a composite entity called a profile. In large collections, profiles themselves are clustered and additional levels of profiles are generated. This entire process establishes a file organization for the system in that records are composed with a logical structure with a directory (profile hierarchy) to facilitate searching. Clustered files have the following advantages over other organizations: complete document information is stored in the same location; storage overhead is low; and flexible, economical searches can be realized. The problems investigated in clustered file organization are: profile definition, updating, hierarchy storage, and secondary profile uses. A comparison with an inverted file is included. Nearly all work has an experimental base and uses the SMART retrieval system. The proposed organization compares favorably in terms of speed and storage economy. Various request-document matching procedures, and feedback schemes are easily implemented. Search precision is less, but compensated by a flexible level of recall--low or high. (Author/SJ)

This study was an attempt fo document aspects of small group work in classrooms engaged in the process education curricula called "Materials and Activities for Teachers and Children" (MATCH). Data on student-student interaction was related to small group work and gathered by paper-and-pencil sociometric questionnaires and measures of group cohesion. The MATCH curricula were used in 10 fifth and sixth grade social studies classes for an hour a day over a two to three week period in five different elementary schools. A 12-item group cohesion question questionnaire related to such elements of group cohesion, as satisfaction, solidarity and loyalty was administered both during and after MATCH Kit use. The findings suggest that status in classroom groups does affect attitudes and feelings toward group members and toward small group work. It was suggested that lower chosen students may be able to increase their social interaction skills with practice in appropriate learning settings provided by process-oriented curricula like MATCH. (Author/BW)

The work described in this report is aimed at understanding the role of cognitive development, especially perceptual development, in the reading process and its acquisition. The papers included describe: (1) a theory of perceptual learning, (2) an investigation of the perception of morphological information, (3) the role of categorical semantic information in a visual search task, (4) an investigation of orthographic structure in a visual search task, (5) the role of both syntactic and semantic information in an experiment involving anagram solution, (6) a comparative study of auditory and visual temporal presentations of Morse-code-like patterns, and (7) the design for an investigation of perceptual ordering strategies in relation to categorization in recall. These studies shift the emphasis in reading research from decoding to realizing the syntactic and semantic information; incorporating the rule systems that differentiate reading from the rote learning; and developing economical, adaptive ways of processing the encoded message. (See CS 000 177.) (Author/TO)

Second and fifth graders were presented with a discrimination learning task in which each of four displays were to be paired with a response button. For one group two of the displays shared a common feature and were paired with the other response button. This common feature condition required a subject to learn only two associations if he perceived and used the two as a collative principle. For another group, the four displays shared no common feature and the four associations had to be learned. Following the original learning task, both groups were given four new displays, with common features for each of two pairs. The displays for half the subjects were printed words having a common feature of rhyme and spelling pattern. For the other half, the displays were pictures representing the words, so the rhyming names of the pictures were the common features. When the displays were words, the fifth graders performed better than second graders. When there was no common feature, fifth graders did not excel second graders. When displays were pictures, fifth graders showed a significant transfer effect. It was concluded that ability to use a common feature economically increases with age and that common spelling patterns have little saliency for second graders. (See CS 000 176.) (Author/WR)

The rationale, objectives, descriptions, evaluations, and plans for an alternative junior high school, Markles Flats which is a joint collaboration of the Ithaca public system and the Human Affairs Program of Cornell University, are described in this paper. As part of a broader effort to develop a different educational environment for a group of students, and for the higher education institutions in Ithaca to contribute skills and resources to the community, the school aims to foster the individual development of its 85 pupils, each in relation to his fellow beings, namely, a school whose classroom is the community and the world. During the first year Markles Flats was in operation a strong leadership was lacking, some students were drifting and unruly, and community interaction was somewhat neglected. Although pupils progressed academically at the same rate as students in other Ithaca junior high schools, on the positive side, the Markles Flats students evaluated their school higher, and a parents' organization was started. Planning for the second year worked to eliminate problems of the first year, implementing a more structured system with strong leadership. Appendices include sections on student goals, evaluation, student body, selection of teaching assistants, and plans for the continuation of Markles Flats School. (SJM)

The purpose of this report is to describe, chronicle and evaluate for the academic library community at large the Cornell University long-range planning effort. Planning effort is the phrase now used by Cornell librarians to describe their recent and continuing experience in developing a planning team, a dynamic long-range strategic plan, participative management, and the planning process itself. The three-way association between Cornell University Libraries, the Council on Library Resources, which provided the financial resources, and the American Management Association which provided the expertise makes this planning effort unique and of interest to other libraries. This unique planning effort is described and evaluated in this volume. (Author/SJ)

Cornell University Libraries maintains one central technical services processing department which processes all material for endowed division libraries. It is divided into four functional departments: acquisitions, serials, cataloging, and catalog maintenance. This report is concerned with the latter two functions. The present manual system of cataloging books was analyzed to determine the cost per title. The feasibility and cost effectiveness of installing the Ohio College Library Center (OCLC) on-line computer system for cataloging was then analyzed. The authors recommend implementation of the OCLC system by leasing three terminals with a projected cost savings of $5,000 per year. (Author/SJ)

To determine the efficacy of two courses, one emphasizing wage earning aspects and the other homemaking aspects, in preparing disadvantaged youth for their dual role of wage earner-homemaker, curriculum materials were tested with 139 students in experimental and 147 students in control groups during the 1968-69 school year. A battery of evaluation instruments was administered to the control and experimental groups at the beginning and conclusion of the courses and again 1 year later to check retention of learning. Results of the analysis of data, on the basis of the sign test, t-test, and chi square test of differences in mean gain scores combind with information from teachers, students, administrators, and employers, revealed that students in the wage earning oriented courses made gains in self concept, work attitudes, employability potential, and content knowledge more consistently than those in the homemaking courses. Strong impact of the courses on student attitude toward marriage was not apparent, and findings revealed limited contribution of the courses to the development of positive attitudes toward the dual role for women. Several implications for curriculum development, field testing, and experimentation were noted. Information pertaining to course development, evaluation instruments, and student information forms are appended. (Author/SB)

A new variant of the standard method for estimating the accuracy of educational tests is examined. It is found that the estimates produced by the new method are essentially unbiased and that the typical sizes of the errors of the estimates approach their theoretical lower limit as size increases, though they are still noticably above it for small and moderate sample sizes. (Author)

A 2x2 factorial experiment was conducted to determine the effects of 2 interventions designed to reduce face-saving in a situation which normally produces such behavior. Face-saving, defined as sacrificing tangible (monetary) rewards to avoid public embarrassment, was measured by the length of time subjects publicly performed an embarrassing task. Subjects' payoffs increased the longer they performed. It was hypothesized that face-saving would be reduced when (1) subjects believed that another was dependent on them for his outcome; and (2) subjects expected to encounter the other afterwards. Two significant main effects confirmed the hypotheses. The results were interpreted in terms of: (1) guilt aroused by failing to help a dependent other; and (2) comparison with another who has demonstrated fortitude in performing a similar task. (Author)

This final substantive report includes the working papers presented by the American and Japanese participants, notes on discussions, a summary of an address by William Labov, and draft proposals for joint sociolinguistic research. The working papers involve several sociolinguistic issues in Japanese-American and Japanese culture. The American papers concern lexical borrowing by Japanese Americans in Hawaii, phonological reduction rules for evaluation in sociolinguistic analysis, sociolinguistic factors inhibiting Japanese-American communication, language and social change, and mutual understanding between Japanese and Americans. The Japanese papers treat cultural comparisons, language behavior and cultural patterns, the ethnography of self-reference and address in Japanese, approaches to studying contrasting cultures, and the use of Japanese invective words or curses. References and notes are included with the papers along with a summary of the discussions that followed the presentation of each paper. (VM)

This study explored the relationship between family background, family relationships, self concept and school attitude variables, as they were related to the ability of one child in the family to cope more effectively with the same junior high school than did the sibling. Half of the families had no father in the home. Data were gathered by personal interviews with 846 children from 3 geographic areas, rural West Virginia, rurban towns in Upstate New York, and urban center-city Syracuse. Results from partitioning of variance technique supported a differentiated interactive model. Family factors not only predicted differences in achievement, but modified the self concept and school attitudes which, in turn, were related to differences in achievement between siblings. Support was found for a theory of countervailing forces. Urban children needed a strong, strict mother and warm teachers. Rural children needed separation from home, and schools which rewarded creativity and enforced less conformity. Rurban children needed a non-hostile home, intellectual challenge and affiliation with social norms. Peer relationships were negative except in the rural area. (Author)

On-line retrieval system design is discussed in the two papers which make up Part Five of this report on Salton's Magical Automatic Retriever of Texts (SMART) project report. The first paper: "A Prototype On-Line Document Retrieval System" by D. Williamson and R. Williamson outlines a design for a SMART on-line document retrieval system using console initiated search and retrieval procedures. The conversational system is described as well as the program organization. The second paper: "Template Analysis in a Conversational System" by S. F. Weiss discusses natural language conversational systems. The use of natural language makes possible the implementation of a natural dialogue system, and renders the system available to a wide range of users. A set of goals for such a system is presented. An experimental conversational system is implemented using a template analysis process. A detailed discussion of both user and system performance is presented. (For the entire SMART project report see LI 002 719 and for parts 1-4 see LI 002 720 through LI 002 723.) (NH)

Two papers are included as Part Four of this report on Salton's Magical Automatic Retriever of Texts (SMART) project report. The first paper: "A Controlled Single Pass Classification Algorithm with Application to Multilevel Clustering" by D. B. Johnson and J. M. Laferente presents a single pass clustering method which compares favorably with more expensive clustering algorithms. The method is tested using the ADI collection of 82 documents and the Cranfield 424 Collection. The results are compared to full search and to results obtained by searching clusters produced by Dattola's algorithm. The second paper: "A Systematic Study of Query-Clustering Techniques: A Progress Report" by S. Worona describes an experiment using various techniques of query clustering on the Cranfield 424 document collection and gives some preliminary results. Several methods of evaluating the performance of clustered searches in the context of query-clustering are discussed. Some observations are also made concerning use of the SMART system as implemented at Cornell University. (For the entire SMART project report see LI 002 719, for parts 1-3 see LI 002 720 through LI 002 722, for part 5 see LI 002 724.) (NH)

Part Two of the eighteenth report on Salton's Magical Automatic Retriever of Texts (SMART) project is composed of three papers: The first: "The Effect of Common Words and Synonyms on Retrieval Performance" by D. Bergmark discloses that removal of common words from the query and document vectors significantly increases precision and that synonyms were more effective for recall than common words. Paper two: "Negative Dictionaries" by K. Bonwich and J. Aste-Tonsmann discusses a rationale for constructing negative dictionaries and examines the retrieval results of experimentally produced dictionaries. The third paper: "Experiments in Automatic Thesaurus Construction for Information Retrieval" by G. Salton describes several new methods for automatic, or semi-automatic, dictionary construction, including procedures for the automatic identification of common words, and novel automatic grouping methods. The resulting dictionaries are evaluated in an information retrieval environment. (For the entire SMART project report see LI 002 719, for Part One see LI 002 720 and for Parts 3-5 see LI 002 722 through LI 002 724.) (NH)

Part Three of this five part report on Salton's Magical Automatic Retriever of Texts (SMART) project contains four papers. The first: "Variations on the Query Splitting Technique with Relevance Feedback" by T. P. Baker discusses some experiments in relevance feedback performed with variations on the technique of query splitting. The results indicate that these variations, as tested, offer no significant improvement over previously tried methods of query splitting. Paper two: "Effectiveness of Feedback Strategies on Collections of Differing Generality" by B. Capps and M. Yin evaluates the comparative effectiveness of several feedback strategies on the Cranfield 200 and Cranfield 400 Collections. Results are assessed from both the user and the system viewpoint; some strategies appeared equally effective on both collections. The third paper: "Selective Negative Feedback Methods" by M. Kerchner deals with experiments performed with several new methods of using nonrelevant retrieval documents to modify queries which retrieved no relevant material in the first N documents retrieved. Paper four: "The Use of Past Relevance Decisions in Relevance Feedback" by L. Paavola investigates some possibilities for exploiting the potential similarity among documents judged relevant to the same query in relevance feedback. (See also LI 002 719-LI 002 721 and LI 002 723-LI 002 724.) (NH)

Part One, Automatic Content Analysis contains: "Content Analysis in Information Retrieval;""The 'Generality' Effect and the Retrieval Evaluation for Large Collections;""Automatic Indexing Using Bibliographic Citations" and "Automatic Resolution of Ambiguities from Natural Language Text." Part Two, Automatic Dictionary Construction, includes: "The Effect of Common Words and Synonyms on Retrieval Performance;""Negative Dictionaries" and "Experiments in Automatic Thesaurus Construction for Information Retrieval." Part Three, user feedback procedures, includes: "Variations on the Query Splitting Technique with Relevance Feedback;""Effectiveness of Feedback Strategies on Collections of Differing Generality;""Selective Negative Feedback Methods" and "The Use of Past Relevance Decisions in Relevance Feedback." Part Four, clustering methods, includes: "A Controlled Single Pass Classification Algorithm with Application to Multilevel Clustering" and "A Systematic Study of Query-Clustering Techniques: A Progress Report." Part Five, on-line retrieval system design, contains: "A Prototype On-Line Document Retrieval System" and "Template Analysis in a Conversational System." (Author:NH)

Four papers are included in Part One of the eighteenth report on Salton's Magical Automatic Retriever of Texts (SMART) project. The first paper: "Content Analysis in Information Retrieval" by S. F. Weiss presents the results of experiments aimed at determining the conditions under which content analysis improves retrieval results as well as the degree of improvement obtained. The second paper: "The 'Generality' Effect and the Retrieval Evaluation for Larger Collections" by G. Salton assesses the role of the generality effect in retrieval system evaluation and gives evaluation results for the comparisons of several document collections of distinct size and generality in the areas of documentation and aerodynamics. In the third paper: "Automatic Indexing Using Bibliographic Citations" by G. Salton citations are used directly to identify document content and an attempt is made to evaluate their effectiveness in a retrieval environment. The final paper: "Automatic Resolution of Ambiguities from Natural Language Text" by S. F. Weiss discusses the evolutionary process by which ambiguities are created and classifies ambiguities into three classes: true, contextual and syntactic. (For the entire SMART project report see LI 002 719, for parts 2-5 see LI 002 721 through LI 002 724.) (NH)

The following areas were of particular concern in this report: (1) Bibliographical control, which is considered to be the overriding purpose of librarianship; (2) the library's organizational structure, which must undergo some essential changes if the library is to meet the new challenge; (3) professionalism, which must become common and pervasive, rather than unusual and suspect; (4) the supporting staff, whose abilities must be welcomed and whose role in the library must be increased to match those abilities; (5) management training, which is necessary to an effectively run library and should be available to all supervisory personnel; (6) computers, which will and must do increasing amounts of routine and traditional library work; and (7) programmed instruction and gaming simulation, which are advanced learning techniques, respectively useful for teaching some aspects of library work systematically and for presenting the significance of all parts to the whole operation. (Author/NH)

Two experiments tested the general question of whether a more "natural" artificial light (Vita-Lite) would have any different effects on classroom behavior and the ability to study than would a traditional (cool-white) light source. Fifty-nine undergraduates took part in the first experiment that utilized an 8-week counterbalanced design. Videotapes of classroom behavior and post-seminar questionnaires indicated no significant differences in variables dealing with classroom interaction, seminar effectiveness and mood. A follow-up questionnaire did show however, that upon direct appraisal, the Vita-Lite was perceived as stronger, more stimulating, brighter and more harsh than the cool-white light source that was considered softer and more relaxing. Using a similar research design, a second experiment showed that on physiological measures, most subjects showed less fatigue after a study session under the Vita-Lite than under the cool-white light. No significant differences in subjective estimates of fatigue were identified. A newly designed graphic technique was used to illustrate and support the data analysis and implications were drawn about the use of environmental information by educators and designers. A 26-item bibliography and appendices of related material are included. (Author)

Critiques of the Rosenthal research on experimenter bias and teacher expectancy have demonstrated that few, if any, conclusions can be drawn from it. From other research concerning the factors in and effects of teacher expectancy, it appears that elementary school children make accurate perceptions of subtle affective and cognitive behaviors of teachers and peers. Furthermore, it seems reasonable that pupils can perceive differential expectations of the teacher and that these perceptions may be a vital link in whatever communication system may be involved in the self-fulfilling prophecy process. This study utilized all students in 24 classrooms, grades 1-6, who were administered achievement and learning potential tests at the beginning of the school year. After teachers ranked their students according to how much achievement growth they expected from them, experimental pairs were selected and members of the pairs were randomly assigned to treatment and control groups. A questionnaire to discern pupils' perceptions of teachers' differential expectations and treatment of students was also administered. Teachers were told that test scores indicated that certain students should advance much more rapidly than the teachers had anticipated. Observations were made in each classroom. No significant effects of experimental manipulation of teacher expectations were found. It was concluded, therefore, that the Rosenthal findings are spurious. (For related document, see TM 003 083.) (KM)

The aim of this study was to examine the health and nutritional status of low-income women in Upstate New York and to identify problems that interfere with their employment. Questionnaires on health and work, complete medical and employment histories, physical examination, laboratory tests, dental examination and diet recalls were obtained for 469 low-income women, mothers of at least one teen-age child. Among the major findings are the following: The greater the total number of current medical complaints that the women reported, the less likely they were to be employed. Among these complaints neurasthenic symptoms including tiredness, insomnia, headaches and nervousness together were significantly more common among the non-working groups. Physical and mental disabilities, documented by examination, were also associated with unemployment. Obesity was the most common nutritional problem encountered. Unemployment was related to obesity, and the incidence of unemployment rose directly with the degree of fatness. The association between unemployment and obesity could be explained as being due to the coexistence of diseases known to be complications of obesity, such as hypertensive heart disease and diabetes. Variables correlated with current welfare status (welfare dependency) included absence of an employed husband, disabilities arising in early life and the presence of chronic disease. The total number of years a woman had been employed since leaving school was related directly to education and job skills and inversely to the number of children and number of pregnancies. (Author/JM)

This paper provides documentation of the Elementary and Secondary Education Act Title IV-supported fellowship program for educational research methodologists developed at Cornell University. The program was characterized as interdisciplinary in nature with few course restrictions. This resulted in great diversity among the programs of the individual students; about two-thirds of the course work was elected outside the department of education. The modal grade earned was A. Twelve students of outstanding ability and prior achievement received support. Two dropped out of the program. Although only three students have received their Ph.D.'s under the program to date, the majority of the trainees are presently employed in research and research-related occupations. This document contains procedures for setting up the program; results, including data on the students; and conclusions. Appended are a pamphlet containing basic information for the students on the Cornell Title IV research training programs, a description of the research methodology program, the advertisement used for recruiting students to the program, the major practicum experiences of trainees, student reactions to the three Cornell training programs, and addresses and occupations of the students in the research methodology training program. (Author/DDO)

To gather occupational follow-up data from secondary agricultural graduates and their employers as a basis for evaluation of occupational education programs and to develop a procedural follow-up model, self-administered questionnaires were obtained from 430 graduates and 126 employers to ascertain occupational status, relevance of training, agricultural images, and job satisfaction. Respondents were 1968 New York State secondary agricultural graduates who had completed 2 years of farm production and management, conservation, agricultural mechanization, or ornamental horticulture, and their employers. Some findings were: (1) 41 percent of graduates were quickly employed, 30 percent entered college, 1 percent took other post secondary training, 27 percent entered military service, 1 percent were unemployed, (2) 53 percent of employed graduates worked in the area for which they were trained (the range was 63 percent for farm production and management graduates to 30 percent for graduates of some of the other areas), (3) Graduates found first-year employment primarily through use of informal job-seek methods, (4) Graduates received adequate training for the agricultural knowledges and abilities needed in their jobs, and (5) Most graduates had a positive image of farming and a slightly higher positive image of off-farm related agricultural industry. (DM)

The Special Trustee Committee was charged with investigating the seizure by black students of Willard Straight Hall at Cornell, and all surrounding circumstances, underlying issues and forces that have been troubling the campus. Their report describes the events that occurred between the morning of April 18, through the afternoon of April 23, 1969. Information was obtained by interviewing about 750 persons: faculty, students, trustees, administrators and alumni. The respondents cited problems in: (1) the handling of discipline and the judicial system; (2) the administration and handling of COSEP (Committee on Special Education Projects) and Afro American Studies Programs; (3) the question and protection of academic freedom for faculty and students; and (4) the lack of communication among all elements of the University. Recommendations are made on each of these issues and suggestions for a more effective role for the Board of Trustees. (AF)

Conditional logic, as interpreted in this paper, means deductive logic characterized by "if-then" statements. This study sought to investigate the knowledge of conditional logic possessed by primary children and to test their readiness to learn such concepts. Ninety students were designated the experimental group and participated in a 15-week program of weekly audio-tutorial lessons in conditional logic. 87 pupils were in a control group. A measure of verbal intelligence, and information about socioeconomic status, and rural, suburban, or urban dwelling areas were collected from both groups. At the end of the 15 weeks, the Smith-Sturgeon Conditional Reasoning Test was administered to both groups to assess the effects of the lessons. There was no significant intergroup difference. Therefore, although the experimental method did not effectively teach conditional logic, many of the children had already mastered it even though they were well below the age of 11 to 12 which Piaget considered necessary for mastery. Conditional logic ability was found to be significantly related to verbal intelligence and socioeconomic status, but not to sex. (MH)

With the contention that increased concern over the status of reading requires that the experimental testing of reading hypotheses be conducted with the most modern methods of behavioral science and be based on a theoretical analysis of the reading process, both psychological and linguistic, this final report from a group of investigators pursues various ideas with individual reports. Three are on aspects of visual and/or auditory relationships to reading, and five deal with specific investigations of graphic discrimination. A majority of the papers are grouped under "Studies of Oral Reading." Seven of them cover a broad scope of the relation of spelling to reading ability--three of these dealing with homographs; eye-voice span is considered in six--four of these relating eye-voice span to syntax. Three articles deal with beginning reading in terms of grammatical context, visual perception, and scribbling and drawing. The abstracts to five related theses written by research assistants working on the project are included. Each paper includes its own references. Most of them include abstracts and tables. (BT)

Based on the premise that intellectual liberty within a university must permeate the institution's teaching, scholarship, research, publications, relations with the outside world, internal operations and management, this comment is directed to individuals at Cornell University who do not understand the processes, restraints, and techniques that are required to preserve academic freedom. It focuses exclusively on relationships between student involvement in decision-making and intellectual liberty and suggests that before any significant change in the university is allowed to take place, the impact of such change on academic freedom should be considered. Increased student involvement in university decision-making, one such significant change that may have either beneficial or adverse effects on intellectual liberty, is discussed in the context of non-academic matters, teaching, scholarship, and research. One complete section deals with the avoidance of activities that are inconsistent with the exercise of intellectual liberty. Another presents inherent differences between students and faculty, the most important of which are considered to be age, experience, permanency of relation to the university, degree of professionalization, numbers, and the difference between being a teacher and being taught. The author was a member of the President's Commission. (WM)

This report is based on the premise that the principal functions of the modern university are teaching, research, and public service. The first section of the report briefly reviews these three functions and discusses: (1) the development of relationships between the university and society, particularly as this development has occurred in the United States; (2) the complex nature of university administration, including academic and central administration, and auxiliary but quasi-independent enterprises; and (3) reasons underlying student discontent and how they are related to the quality of a student's life as a member of the university community, to the quality of his educational experience, and to his relationships to the university as a concerned citizen. The second section of the report recommends administrative changes that could be undertaken for the distribution of institutional government within the existing framework of Cornell University in particular and at any university in general. This discussion covers Cornell University's academic matters and educational environment as they relate to student development; the need for a new administrative device for dealing with major policy issues; and fundamental issues concerning the university's relationship to US national policy. (WM)

This project examined the worth and feasibility of exchanges of faculty, staff, and students between a small Negro college (Hampton Institute) and a large Northern university (Cornell). The objectives were to explore ways to: 1)strengthen the quality of Negro colleges and universities; 2)stimulate constructive dialogue between Negro colleges and the rest of American higher education; 3)secure greater opportunities for qualified Negroes to study; and 4)broaden the social and cultural perspectives of all those involved in the exchanges. Models representing different types of exchanges were developed and visits were made to both campuses by Hampton's and Cornell's faculty and administrators for lectures, participation in classes, and comparison of procedures, curriculum, facilities, and equipment. Student programs involved semester study exchanges and various extracurricular activities. Planning curriculum and faculty development at Hampton proved difficult at first, but mutually beneficial working relationships were later established. The problems, mostly preliminary misunderstandings, were due primarily to the historical differences between the two types of institutions. Since the conclusion of the 2-year project, activities have continued and developed greater formality and depth of cooperation. Appendices included detailed progress and evaluation reports. (DS)

The effectiveness of the Productive Thinking Program in developing creative thinking and problem solving abilities among 370 pupils in grades four through seven was examined. An exploratory investigation of the program's instructional content was also undertaken. At all four grade levels studied, instructed pupils' scores on Covington's Childhood Attitude Inventory for Problem Solving were significantly greater than those of controls'. There were no significant indications of transfer from the instructional program to scores on verbal tests of creative thinking, or problem solving batteries, at any of the grade levels tested. Pupils written responses were evaluated in five general categories: Memory-Organization, Production, Reorganization, Judgment-Evaluation, and Attitude. Those high and low on each of these factors were compared with a sub-sample of control pupils on each of three creative problem solving criteria, with no significant differences among these groups for any response factor across all grade levels. Results were interpreted in terms of three factors: conditions under which the program was administered, criterion difficulty, and complexity of the abilities involved. (Author/CJ)

Several algorithms were investigated which would allow a user to interact with an automatic document retrieval system by requesting relevance judgments on selected sets of documents. Two viewpoints were taken in evaluation. One measured the movement of queries toward the optimum query as defined by Rocchio; the other measured the retrieval experienced by the user during the feedback process. Both methods indicated that relevance feedback was effective. When only relevant document vectors were used, the algorithms provided equally good retrieval. Algorithms using nonrelevant document vectors for feedback improved the retrieval obtained by these users without requiring additional relevance judgments. No single feedback strategy was found to give superior retrieval for all queries. However, all relevance feedback algorithms tested improved the average retrieval obtained. (RR)

Two experiments investigate the effects of mode of presentation and number of categories on 4-year-olds' proportion estimates. Experiment I compares simultaneous and successive presentations of proportion problems using two categories of elements. The subjects were 40 children chosen randomly and tested individually. Four problems were presented simultaneously to one half of the children, and given successively to the other. The results indicate that 4-year-olds are fairly accurate in their estimates and are able consistently to discriminate proportions differing by .20, but not by .10. The results replicate fairly well an earlier study by Ginsburg (1967). There were no significant differences in estimates of proportion as a result of mode of presentation. Experiment II studied the effects of three categories of elements presented simultaneously. The subjects were thirteen 4-year-olds chosen randomly. The results show that estimates are different from and poorer than those of two category problems, and the children performed approximately at chance level. (JF)

This final report by four universities outlines a 6-year project, begun in 1961, under the sponsorship of the Ford Foundation. The project was designed to study and demonstrate the feasibility of an interinstitutional program of internship in educational administration. The report covers (1) the program proposal and rationale; (2) details of the planning year, 1961-1962; (3) a summary of activities of project summer programs at the State University of New York at Buffalo, Syracuse University, the University of Rochester, and Cornell University; (4) a summary of annual activities; (5) intern data and analysis of intern followup questionnaire; (6) administrator and school board data and project evaluation; and (7) professorial data and project evaluation. The report concludes with 13 recommendations, including a suggested model of guidelines for an internship program and a general sequence of experiences of the university staff, interns, and school administrators. The project budget, terms of the foundation grant, the intern followup questionnaire, and related items are appended. (JK)

Effectiveness of the Cornell University two week program for post-graduate, inservice training of engineers in the construction industry is evaluated. An interview form was administered to program originators, participants, faculty, and employers of the participants, following the first of three annual sessions, held in 1967. The program received general acceptance by all involved, but participants felt that the immediate goal of updating practice in the construction industry needed to be clarified. It was felt that the group was too heterogeneous in engineering specialities, intellectual knowledge, and job position, effectively to accomplish program objectives. Little evidence of application of knowledge to on the job situations was found. It was recommended that: learning achievement in the campus session be assessed; faculty members clarify goals of their particular courses; the concept of home study be revised; on campus sessions be held to discuss field problems; use of different instructional techniques be explored; and informal group discussions be used during evening sessions. (Appendixes include the interview forms, and a listing of participating engineers, faculty, and employers.) (pt)

An evaluation study of the Family Service Program of the Essex County (New York) Division of Home Economics is focused on the third series of lessons; the purposes of the study were to describe the socioeconomic characteristics of the indigenous program aides and the participants and to show the influence of training for teaching this series of lessons. It was found that aides had higher income, participation scores, and educational levels than participants, but both groups were low in comparison to the country's total population in level of husband's occupation, net family income, and years of school completed. Both aides and participants made significant gains from the pre- to posttest while aides showed slightly higher scores in both testing situations. Participants listed problems of cooking and planning meals, housekeeping, and money management, while aides identified participant problems of care and discipline of children, and health. Among implications are that indigenous women make effective teachers of home economics; both participants in study groups and those taught alone make significant progress; and closer supervision of teaching and attendance would improve the program. (pt)

After a discussion of the problem of malnutrition and its effect on intellectual development, this paper concentrates on the study of protein-calorie malnutrition in infants and children as it occurs in postnatal and subsequent development. An overview and summary of the principal investigations on the relationship of malnutrition to intellectual development is presented. Some studies focus on infants and children whose malnutrition required hospitalization and others consider nonhospitalized children suffering from malnutrition. The difficulties of defining and assessing protein-calorie malnutrition and separating its influence from other biological, social, and environmental conditions are emphasized. Examples of studies involving attempts to improve children's nutritional status by means of dietary intervention are also given. A discussion follows of the substantive and practical implications of the research studies. It is concluded that psychologists must continue to develop educational programs that facilitate the physical and psychological development of children both at home and in school. (DR)

Although there is an overwhelming amount of information on higher education, there are relatively few studies that seek to formulate a systematic theory grounded on empirical observation. This report deals primarily with those studies that are creating new knowledge and are moving toward formulation of some distinctive theories. Studies reviewed include those that investigate: (1) factors that help generate intellectual creativity; (2) college and university organization; (3) professional relationships and the role of professional organizations inside the universities; (4) the normative structure of the scientific community and its patterns of communication; (5) the interrelations between individual universities, and national university systems; and (6) interrelationships between institutions of higher education and national societies. (AF)

In an attempt to formulate hypotheses and administrative guidelines for voluntary consortia in higher education, a heuristic framework was devised through which behavioral patterns of consortia member organizations and their representatives could be ascertained. The rationale, the framework, and the methodology of the study are first discussed. The bulk of the report is devoted to descriptions and analyses of two consortia arrangements: (1) the Association, a group of 9 institutions of higher learning in the Northeast; and (2) the Masters University-Lewis State College project, a cooperative relationship between a Northern University and a Negro college in the South. Three other cooperative arrangements are also briefly discussed: (1) a joint graduate degree program between 2 catholic colleges; (2) the University Center, a cooperative agreement among 5 institutions to provide extension education; and (3) the Institute for Urban Educational Problems, a non-profit independent agency formed by 6 institutions of higher education in a large urban area. On the basis of this study 9 major hypotheses were formulated which have major significance for the functioning of interorganizational relationships in higher education. (AF)