Teachers, through raising their eyes from textbooks and looking at living language as it influences the lives of individual people and the course of human events, can help children preserve their early zest for language. (Author)

Paper based on a doctoral thesis submitted to the Department of Psychology, University of Toronto. Research partially supported by a National Research Council of Canada grant to Endel Tulving. (VM)

Presents a step by step experimental intervention directed toward producing greater counselor involvement with teachers. (Author)

Concludes that while the inclusion of evidence in a public address might not always effect immediate attitude change in listeners, its inclusion does seem to have a predictable impact as an inhibitor of counterpersuasion" presented in a succeeding address. (Author/RD)

Study results indicate that despite a relatively short training period, the experimental program in Tucson significantly altered the verbal patterns of teachers of disadvantaged children from diverse linguistic bakcgrounds. (Author)

Discusses theory that an attitude toward a proposed change in policy can be predicted from attitudes toward the consequences associated with the change. (ML)

The teacher must bring active communication into the classroom. The students must have opportunities to learn verbal and nonverbal skills. (Author/MF)

Describes difficulties between teacher and classroom to understand one another verbally, oftentimes due to different cultural backgrounds, and some philosophical solutions. (MM)

Glanzer and Clark's verbal loop hypothesis" appeared to be contradicted by these data. (Author)

Infants learn their language by first determining, independent of language, the meaning which a speaker intends to convey to them, and by then working out the relationship between the meaning and the expression they heard. (Author)

Two interviews with each of eighty-six children, three to five years of age, indicate that boys and girls can verbalize perceptions at this age. Perceptions and concepts relating to "goodness and "badness are categorized and illustrate sex patterns, role perception, and criteria for children's assessments. (Author)