Assembled in the course of the interdisciplinary Turko-Danish Fairytale Project, which examined the nature of collective and individual response to fairytale literature, this bibliography cites materials pertinent to response assessment. Listed by author, the subjects of the approximately 150 titles include language and meaning, poetics, literary…

The theoretical background of the interdisciplinary Turko-Danish Fairytale Project is discussed in this paper. The paper first offers support for the working hypotheses of the Fairytale Project, which was designed to determine (1) if there are aesthetic principles that are universal and that guide the reader's experience of literary works; (2)…

Notes that when assigned writing topics requiring sophisticated reading students circumvent interpretation by rewriting the text in their personal idiom. Suggests that since meaning is discovered through process, students should be given numerous opportunities to respond to the same text. Offers several kinds of response activities. (JG)

Advocates need for more research on dual career families, dealing with power, role specialization, ethnicity, race, social class, sexual preference, sources of satisfaction, spouse support, coping strategies and spouse communication. Examines issues regarding equity and power in a relationship and sex and family roles. Religious and moral values…

Responds to Lloyd by cautioning counselors regarding the centrality of multicultural awareness in counseling curricula. Maintains the primacy of culture cannot be denied as the first dimension in our thinking as professional helpers. Cultural intentionality is proposed as a metagoal of the helping process--the integration of cultural awareness…

Differs with Lloyd's point of view that multicultural information is detrimental to counseling relationships, while acknowledging the need to focus on the individual. Maintains that empathy for the individual is not enough in a multicultural society. Makes a case for quelling ignorance and false information and stereotypes, and promoting counselor…

Responds to the critical evaluation of Coyne and Anderson in the previous article, of "Psychosomatic Families: Anorexia Nervosa in Context" (Minuchin, Rosman, and Baker). Asserts that indeed certain very specifically defined diabetic patients' physiological disturbance serves a function in their families, an assertion strongly supported by…

The contribution of passage variables, question types, and format variables to reading comprehension was assessed for 50 successful and 50 unsuccessful readers. A three-stage conditional regression assessed the predictability of 20 predictor features on item difficulty scores. The location of response information and stem length accounted for…

Suggests three levels of reading. The first is exemplified by E. D. Hirsch's prescriptive "cultural literacy." The second is interpretive, typified by the "strong reader." The third is critical and is best suited to dealing with the complexities of poetry. (ARH)

Comments upon the emphases of selected papers in this special issue of the Journal of Vocational Behavior on person-environment, focusing on the need for substantial improvements in the measurement of the environment and the techniques for quantitatively comparing the fit between the person and the environment. (Author/KS)

Argues that the best way to encourage writers is to allow that their writing has a real purpose and a real audience. Discusses how unself-conscious response to the purpose of writing is more useful than responses that attend only to technique and form. (SRT)

Discusses writers, readers, and the enactment of roles in society through the notion of "textual community." Considers the meaning of the term "text" in this context, the problem of reading, and some of the behavioral principles that lie behind personal and group narratives. (JD)

Presents some personal experimental work relating to world metaphors together with that of others working in the areas of logic, psychology, and philosophy. (NKA)

Examines the tasks of authors, of readers, and of teachers in assisting readers to make use of prior information as they read. (FL)