The study sought to evaluate the extent to which certain objective tests, ward behavior ratings, recorded verbalization scores, and interview behavior ratings possessed convergent and discriminant validity for 10 psychotic syndromes. It was concluded that the convergent and discriminant validity of the syndromes is strongly supported. (Author)

Demonstrates how urban-socio-political geographers may use findings from research in political science, sociology, and education to analyze a city's voting patterns on school levies. (JM)

Managers with positive attitudes toward change are more likely to take part in training laboratories and to utilize the knowledge gained from this training to improve their organizations. (CK)

Report based upon work designed to study simultaneously the psychological, linguistic and sociological aspects of bilingual behavior. (FWB)

Study conducted by the Aptitudes Research Project at the University of Southern California, under Contract Nonr-228(20) with the Office of Naval Research, Personnel and Training Branch.

Research carried out at the Stanford Center for Research and Development in Teaching (Stanford University), pursuant to a contract with the U.S. Office of Education under the provisions of the Cooperative Research Program.

The Revised Wechsler Memory Scale, Wechsler Adult Intelligence Scale subtests, and Halstead-Reitan battery were factor analyzed. Five types of memory were isolated: immediate verbal, recent verbal, recent figural, figural learning, and verbal learning storage. Loadings of memory and nonmemory tests indicate a closer relationship between some of…

The Survey of Reading Attitudes was administered to fifth and sixth graders. A factor analysis revealed eight factors: Expressed Reading Difficulty, Reading as Enjoyment, Reading Group, Silent vs. Oral Reading, Alternative Learning Modes, Reading as Direct Reinforcement, Comics, and Reading Anxiety. The obtained factor structure was compared with…

Factor analyzed the Wechsler Adult Intelligence Scale-Revised (WAIS-R) across nine age groups in the standardization sample. When three- and four-factor analyses were performed, the familiar three-factor structure (Verbal Comprehension, Perceptual Organization, and Freedom From Distractibility) was clearly visible. (Author/JAC)