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The setup of an electron spectrometer for angle-resolved photoemission is described. A sample goniometer offers the opportunity for angle scanned photoemission over 2π solid angle above the surface. A monochromatized high flux He discharge photon source is exploited to measure thermally populated electronic states above the Fermi level EF. At energies greater than EF+5kBT the signal from a constant density of states declines below the photoelectron background caused by photons with higher energies than He Iα (21.2 eV). For He IIα (40.8 eV) the residual photoelectron background is lower and photoemission up to 6kBT above EF can be performed. Data showing two cuts through the Fermi surface of silver are presented. Furthermore the dispersion of the Shockley surface state on Ag (111) above the Fermi energy is quantified.

A group of 20 black and 20 white college students viewed videotapes of eight first-grade boys and recorded in writing the boys' responses to 10 vocabulary items from the Wechsler Intelligence Scale for Children (WISC). The eight boys represented four dialect groups: black standard, black nonstandard, white standard, and white nonstandard. Analysis of the data revealed significant interactions between race and dialect of child relative to (1) a listener’s ability to report in writing a child’s verbatim responses without producing a change in the WISC scoring of the responses, and (2) a listener’s ability to restate in writing a child’s responses without producing a change in the scoring of the responses. Further, both dialect and race of child were found to be significantly related to (3) the total number of errors the listener makes in writing the child’s responses. The race of the listener as a main effect was not found to be significantly related to (1), (2), or (3). However, significant interaction did occur between race of listener and race of child, as well as among race of listener, race of child, and dialect of child relative to (3), the total number of errors the listener makes in writing the child’s responses.

Much research has been concerned with sensory dynamics and their relation to the reading process. The approaches have been numerous and varied. This paper attempts to integrate these findings in order to derive some reasonably sound principles. The first section of this discussion focuses on models of the reading process and their relationship to learning theories. Conclusions then will be drawn regarding the aspects of the reading models presented that are relevant to a discussion of sense modality dynamics in reading. With this theoretical orientation as a focal point, the modality dynamics literature will be reviewed. It is hoped that this organized vantage point will facilitate synthesis and explanation of this empirical literature.

Two experiments investigated developmental trends in both the intentional and the incidental learning components of a verbal discrimination task. An inverse relationship between age and intentional verbal discrimination learning was found from the fourth to sixth grade levels in Experiment I and from the third to sixth grade levels in Experiment II, in agreement with Weber's law presumed by frequency theory to be operative in verbal discrimination learning. On the other hand, speed of intentional learning increased from the kindergarten to third grade level (Experiment II) and from the sixth to eighth (Experiment I) and ninth (Experiment II) grade levels. In both experiments there was a direct relationship between age and amount of incidental learning, and there was no evidence for the post-sixth-grade decrement in Type 2 incidental learning that has been reported in earlier studies.

Two experiments were conducted to determine if expectancy to teach serves to increase learning beyond that produced by expectancy to be objectively tested. In the first experiment, Ss (N = 54) listened to a tape recorded lesson, with one-half the Ss expecting a following test and the other half expecting both to teach the same lesson to two other Ss and to be tested. Test results for both incentive conditions were nearly identical. In the second experiment, Ss (N = 54) read the lesson with half expecting to have their own lecture performances taped for playing before large audiences. Once, again, expectancy to teach did not affect learning. It was sug gested that expectancy to teach may enhance learning only where students are motivated to increase amount of study activity, and have the opportunity to do so.

Verbal discrimination transfer with structured lists that permit the operation of an intrapair selection strategy was compared for reversal and nonreversal shift conditions. Reversal transfer was significantly superior to nonreversal transfer. However, reversal transfer did not differ significantly from a control condition in which the selection strategy was operative on the transfer list only.

Mediated positive transfer for kindergarten children was tested by means of the A-B, B-C, A-C paradigm, with all three stages being experimentally acquired in immediate succession. Additional conditions were included to control for the occurrence of pseudomediation as a possible confounding factor in mediational transfer conditions. The evidence supported the occurrence of mediated positive transfer in young children. No evidence was found for the presence of pseudomediation.