Compared five distinct classes of models of how people judge the relative sizes of named objects. Four basic experiments were all concerned with the amount of time necessary to decide which of two named things is larger. (Editor/RK)

Discusses several approaches for solving the problem of delinquency including Quay's empirical system, Warren's theoretical system, Hogan's theory of moral conduct, and Bandura's social learning theory. (Author/RK)

Comparing space allocations in measurable areas such as living areas, phone booths, fallout shelters, and jails, this study asserts that space for individuals usually is determined by cost and anticipated time of occupation and that the personal space allocated for each child in school is meager. (JC)

Sutton-Smith's games typologies were applied to television viewing preferences in order to construct a television classification based on Sutton-Smith's three types, and ascertain whether or not 204 adolescents designated as potents, strategists, and fortunists could be distinguished in terms of their games involvement, attitudes to sport, and…

The major meetings and publications on developments in cataloging and classification during 1977 are summarized. Major issues covered include the closing of card catalogs and alternative catalog formats; national and international standards policies for cataloging; development of information networking; and indexing and classification…

The article offers seven basic hypotheses regarding the nature of the perceptual and cognitive underpinnings of stereotyping, and discusses the theoretical basis and empirical evidence for each. Subjects were 21 college students of mixed sex and race. (Author/MP)

Investigates Inhelder and Piaget's claim that ages six to nine or ten represent a stage in children's learning of the concepts of all and some. (HM)

A Modified form of Sigel's Styles of Categorization Tests discriminated group and individual categorization preferences in 5th, 8th, and 11th graders consistent with the expectations of developmental theory and research for these age groups. (Author/DEP)

This study examined the effectiveness of the Early Childhood Curriculum (ECC) as a viable instrument for the immediate acceleration of cognitive development among preschoolers. During an eight month tutorial project, ten 3-year-old children received one 15 minute lesson each week from the curriculum. (Author/SB)

Argues that the measure of the relationship between width and depth in stream sections in introductory geology courses should be referred to as the width-depth (W/D) ratio, and that the term form ratio should not be used. (SL)

Possible respondents in a 1974 survey of University of Kentucky doctoral graduates were sent either computer-prepared or offset-printed questionnaires, personalized and identical in content. Overall response rates were similar except when the responses were categorized by the academic major of each recipient. (Editor/LBH)

Provides a list of 27 cognitive objectives that are applicable to preschool and early childhood years. Relates elements of the list to the classification systems of Bloom, Gagne, and Briggs. (RL)

Release from proactive interference in mildly retarded adolescents due to taxonomic shifts and rest periods prior to the final, critical-word triad was investigated with 40 educable mentally handicapped persons 18 years old. (Author/MH)

Two studies explored the hypothesis that young children perceive integrally some stimuli that older children perceive separably. In both experiments, kindergarten, second- and fifth-grade children were required to classify sets of stimuli that varied in size and brightness. (SB)

Second of a two part series discussing the nomenclature of organic derivatives of oxo acids. (SL)