Classification schema are compared and contrasted, and suggestions are offered for resolution of the existing ambiguities. (Author)

Introduction of a new representation for harmonies formed of musical intervals. (author)

Research is reviewed regarding the characteristics and classification of severe and profound mental retardation. The literature suggests that the two groups have distinctively different characteristics that may form functional subcategories of individual differences related to educational and training programs. Attempts to identify these…

Questions Husaim and Cohen's basic assumption that stimulus dimensions or attributes defined by the experimenter have psychological reality for infant subjects. Suggests that infants may perceive different attributes in the stimulus, or they may not articulate the stimulus into attributes at all. (Author/RH)

Research attempted to measure the variations in structure and procedure among juvenile courts by constructing an empirical typology. Results confirmed two major types of courses, traditional and due process, and revealed variations in court structure and procedure that are not captured adequately by existing simplistic typologies. (AM)

The ability of 1- to 3-year-olds to conceptually interrelate objects was studied among eight children each at 12, 18, 24, 30, and 36 months who were given seven free classification tasks containing a scrambled array of eight objects from two classes. Spontaneous manipulations of the subjects were analyzed. (Author/RH)

Expressions involving optimal sign vectors are derived so as to yield two new applications. First, coefficient alpha for the sign-weighted composite is maximized in analogy to Lord's scale-independent solution with differential weights. Second, optimal sign vectors are used to define two groups of objects that are maximally distinct. (Author/CTM)

Speculates on possible avenues for research in the area of bibliographic control, considers questions in the field that need answering, and posits that future research needs to be supported by basic theoretical inquiry. Forty-eight references are cited. (FM)

Outlines the basic tasks and skills of teaching under three major headings: planning, teaching, and pupil progress reporting. Presents brief definitions of each skill. (Author/SJL)

Holds that traditional library classification systems are inadequate to handle psychological literature, and advocates the establishment of new theoretical approaches to bibliographic organization. (FM)

Attempts to refine the Kelley causal attribution model by developing a classification scheme to describe the various types of causal attributions, and by demonstrating the importance of comparison-object consensus as well as the usual factors of target-object consensus, distinctiveness, and consistency. (Author/SS)