It is hypothesized and found that organizational positions systematically vary in their replacement rates. This variation is directly associated with positional visibility; visibility is also found to relate to salaries and the racial composition of positional occupants. (Author/AJ)

A primary purpose of the present study was to attempt to identify the types of activities actually performed by managers and relate the resulting performance patterns to actual performance evaluations. (Author)

Post-experimental seating patterns of two coacting, cooperating, or competing laboratory groups were factorially manipulated such that groups sat near, far, or randomly with respect to each other. A propinquity-attraction model predicted intergroup evaluations only to the extent that previously determined territorial preferences were not violated.…

This article, which sheds light on the variety of symbol use among children, discusses the need to investigate each symbolic medium separately and to integrate cognitive and affective aspects underlying artistic production. (Editor/RK)

This experiment was designed to explore the effects of simple and remedial altruism upon children's subsequent self-reinforcement, generosity, and performance quality estimates. (CS)

Subjects of several ages were asked to copy, trace, or point to the beginning of a set of shapes. The aim was to determine the extent to which sequential behavior was consistent across tasks. With one notable exception, behavior was consistent. (Author/BJG)

Eighty subjects read six passages from a mathematics text that were supplemented by three question types. The results showed that different inserted practice questions result in differences in what is learned. (Author/DEP)

Investigates the effect of instructional strategy and relevant drawings on a task requiring the processing of verbal information rather than direct recall. (Author/DEP)

By comparing a retarded reader's performance on paired associate and serial learning, results are expected to show the differences in types of learning problems. (Author/DEP)

An abridgment of a PhD dissertation submitted at the University of Washington, 1961.

Supported by Grant MH-08748 from the National Institutes of Health, U.S. Public Health Service, and by Grant 9425-08 from the Defense Research Board, Canada.

Research supported by U.S. Public Health Research Grant No. MH-07176-01 from the Mental Health Division.

Investigation aided by a grant from the Foundations' Fund for Research in Psychiatry.

Work carried out at New York State Psychiatric Institute from 1963 to 1966.