Authors call for renewed research into phenomenon of infantile amnesia"--the inability of human beings to retain memories from infancy. Included are summaries of neurological, psychological and physiological studies and theories to date. (PD)

Experiment examined the generality of dimensional and cue-location biases in inference and role of directness of information. (Author)

Analyzes the forms of moral or educative influences, and assesses the scanty evidence regarding their importance; discusses the relevance of psychology for evaluating the deterrent effects of criminal law. Contends that the questions confronting the lawyer are so specific that they ask for specific research. (JM)

As a part of research and development of a black psychology, this article analyzes the stages and levels of awareness involved in converting from "Negro" to "Black." (DM)

Complete analysis of the literature identified only six studies of empathy and counseling outcomes. This article discusses reasons why empathy does not appear important in counseling as well as implications for practice, theory, and research. (Author)

Paper will appear in "Clinical Psychology and Personality: The Selected Papers of George A. Kelly , edited by Brendan A. Maher and published by John Wiley and Sons.

A central problem of psychological research in education is to determine how to make learning more effective and productive. A psychological theory of educational productivity is summarized, the syntheses of the evidence relevant to the theory is discussed, and prospects for educational policy and subsequent research are presented. (Author/MLW)

Discussed are the concepts of intuition, the general properties of an intuitive knowledge, and the classification of intuitions as problem solving of affirmative. An example of intuition using multiplication and division is described in some detail. (MNS)

A brief survey of models in dealing with various types of understanding is given. Then a hybrid model, which proved inadequate for describing understanding, is outlined. Finally, four levels of understanding are discussed: intuitive, procedural, abstract, and formal. The concept of number is used to illustrate these levels. (MNS)