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Person perception is used in this study to refer to the behavioral domain which is also called interpersonal or social perception. This domain typically consists of judgments of other persons' actions, expressions, or intentions. Three groups of 10 children differing on IQ and CA comprised the subject population. One group was gifted, one average, and one retarded. The experimental task consisted of rating the facial expressions in 34 photographs from the Frois-Wittman series. Four hypotheses relating structural complexity of the attitudinal domain person perception to IQ levels were generated. The results suggest that intelligence level is indeed a determinant of person perception. Several other areas for future research are mentioned. (TL)

The paper relates the development of childhood behavior problems to a developmental theory of the acquisition of psycho-social skills in children. The influence of Eric Erikson (1950) on the ideas expressed is acknowledged. It is stated that each of the major types of behavior problems (withdrawal, impulsivity, dependence) results from a major disruption at a specific point in a child's psycho-social development, and that to understand the meaning of the behavior problems evidenced, it must be determined where the process of psycho-social development has broken down. Described in detail are the following three stages of development: the development of basic trust (birth to 18 months of age), the process of socialization (18 months to 4 years of age), and the development of independent (4 to 10 years of age). (KW)

The research project described involves young elementary school children with demonstrable learning problems. These children either receive an intervention program or no intervention and are placed in either a regular or a small, self contained classroom setting. Student placement is made on the basis of psychometric test scores and teacher recommendations. Project personnel include coordinators and several consultants in the areas of administration, curriculum, social and clinical services, and evaluation. Teachers come from the schools involved and receive orientation along with their principals. Teacher aides constitute a major component of the intervention package, as does the upgrading of teaching. Information is provided concerning the inservice training workshops, special materials, and programs for clinical services, speech improvement, behavioral management, motor development, and visual perception. The planned followup, evaluation, and project timetable are presented. (JD)

INTENDED FOR PERSONS HAVING DIRECT RESPONSIBILITY FOR BEHAVIOR MANAGEMENT IN EDUCATIONAL AND CLINICAL SETTINGS, THE BIBLIOGRAPHY LISTS 866 ENTRIES ON BEHAVIOR MODIFICATION. EACH ITEM LISTED DESCRIBES OR ILLUSTRATES SPECIFIC METHODS OF BEHAVIOR MODIFICATION AND IS CONCEIVED WITHIN SOME LEARNING FRAMEWORK THEORY. ARRANGED ALPHABETICALLY BY AUTHOR, ENTIRES DATE FROM 1928 TO 1967, WITH SEVERAL STILL IN PRESS AT THE TIME THE BIBLIOGRAPHY WAS COMPILED. MOST, HOWEVER, ARE WORK OF THE 1960'S. THIS DOCUMENT IS VOLUME IV, NUMBER 3, OF THE INSTITUTE ON MENTAL RETARDATION AND INTELLECTUAL DEVELOPMENT PAPERS. (TS)