Indicates that, of the 11 types of regrettable messages that people reported, most (1) were said to those with whom they had a close relationship, (2) resulted from unchecked drives or feelings, and (3) were recognized and regretted immediately. (JD)

The first study indicates that (1) both messages and message sources differed significantly as a function of the sophistication of the strategies employed by the message source and (2) female sources were more positively evaluated than male sources. The second study reveals that evaluations of comforting messages varied as a direct, linear…

Examined effects of supervisor experience level (no, low, and high) on presession planning and in-session supervisor verbal behavior. No significant differences were found between levels in planning statements; however, differences were observed in supervision session. Low- and high-experience supervisors were rated more positively than…

Suggests that the use of visual models in writing technical material can affect the order of the entire writing process and uses a case study to explain how a model is developed, what purposes it serves, and how it affects the writing process. (DF)

Compared the effectiveness of verbal and written contracts in family therapy (N=65). Results indicated that while neither technique was superior, there were several distinctions between them. Written contracts were more successful in communicating explicit goals. (JAC)

Nonverbal and verbal forms for various classroom activities are a large and important part of what children learn in school. This article focuses on the relationship between two aspects of group storyreading--the nonverbal "looking-like-readers" and the verbal "talking-like-readers." (CB)

Defined verbal behavior categories for clients (the Client Verbal Behavior System, CL-VBS), and for counselors (the Counselor Verbal Behavior System, CO-VBS), to match the categories in the Carkhuff and Ivey training models, in order to study the acquisition of the skills and their impact on client responses and outcomes. (Author/JAC)

Topic continuing and nontopic continuing utterances produced by three productively language-disordered preschoolers were analyzed. Results suggested that Ss produced a proportion of adjacent utterances comparable to proportions previously reported for children with normal production language skills and that they relied on an imitation strategy to…

Compares verbal output of 12 adolescents with autism or mental retardation with adults using two different sets of verbal behaviors. Results indicates that when adults used a facilitative rather than a directive (or question-based) style, Ss indicated a significantly higher proportion of main topics and produced significantly higher proportions of…

Language classroom games emphasizing verbal interaction are suggested and described, including a genealogical tree puzzle, enigmas, guessing games, and observation problems. (MSE)

Reviews forms and functions of child-to-child interaction in classroom settings, emphasizing the complexity of children's strategies in communication. (CI)

The effects of feedback and self-recording on the small group conversational behaviors of two head trauma youths were evaluated. Leisures demonstrated efficacy of both interventions. Performance gains generalized to less structured situations, bringing the clients' level of positive responses into a range established with a social comparison…

Analyzed transcripts of films of three leading psychologists (Rogers, Shostrom, and Lazarus), each conducting an initial interview with the same client, according to the revised version of the Hill Counselor Verbal Response Category System. Differences in verbal behavior seemed to correspond with the three counselors' theoretical positions. (JAC)

Behaviors of 42 elementary resource teachers and 57 regular elementary teachers were analyzed. Resource teachers spent more time than elementary teachers in accepting students' feelings, praising/encouraging students, and accepting student ideas. In general, verbal behavior of teachers in the two settings was not significantly different. (CL)

Divided 25 psychoanalytic sessions with a single patient into 10 working sessions, five neutral sessions, and 10 resistance sessions. Using the Regressive Imagery Dictionary on keypunched transcripts, significantly more primary process content and less secondary process content was found in the patient's working-session rather than…