Subjects in a stress condition were led to believe that they had failed an important achievement test while subjects in a non-stress condition were not led to believe that they had failed. Projection strategies were manipulated by encouraging subjects either to attribute the cause of their poor performance to the examiner instead of to themselves…

This paper reports on a computer simulation of cloze retrieval tasks. It first outlines the ideas that were assembled and translated into the model used to compose the simulation and describes the method used in developing the simulation. It then reports on a comparison of the time required by a computer and by human subjects in responding to…

Teacher verbal behaviors following oral reading errors of primary grade children were the focus of this study. The incidence, location, and type of verbal interruption behaviors that occured during classroom reading instruction were contrasted for high-and low-ability readers. Results for 20 teachers indicated that they were more likely to…

One simple and straightforward way to learn about individuals' concerns about an educational innovation is to ask them to respond to the question, "When you think about (the innovation), what are you concerned about?" This manual is intended to aid school officials in analyzing these open-ended concerns statements in order to effectively assess…

Underweight subjects were assigned to either a self-reinforcement condition, a self-punishment condition, or to a discussion/reflection control condition. The subjects received one treatment session per week over a five-week period. After treatment, the self-reinforcement groups gained significantly more pounds (kilograms) than either of the other…

Eight disruptive children attended an after school reading tutorial program one hour a day for 72 days. After baseline, the children evaluated their academic and social behavior. A token program was instituted in which points and backup reinforcers were made contingent upon accurate self-ratings. This program was then gradually modified. (Author)

Discusses the Morris and Suckerman report on experimental studies testing the Rogerian hypothesis that phobic desensitization occurs as a function of therapist warmth versus the behavioral explanation that desensitization is a function of reciprocal inhibition. Morris and Suckerman respond to the critique. (Author/EJT)

Describes the Marital Studies Program focusing on intervention modules and specific assessment procedures. Then looks at a specific case study and describes how therapeutic objectives for the couple are accommodated within the over-all system. Comments on this article are included at the end. (Author/EJT)

Suggests, with examples, these types of drill to induce response in Russian to statements in the mother tongue: (1) substitution, (2) transformation, (3) substitution requiring simultaneous transformation, (4) complementing, and (5) extending. (Text is in German.) (IFS/WGA)

It is advocated that bio-feedback research be approached within the larger context of emotion and adaption and oriented to the wide variety of mediators that affect the reaction pattern, rather than be treated as a special or unique kind of process limited to the bio-feedback laboratory. (EH)

Summarizes the Sapir-Whorf Hypothesis on language and thought process, along with several critical viewpoints. The writings of Koschmieder, Gipper, and Lenneberg, as well as psychological and linguistic aspects of experiments on color differentiation and conditioned response, are discussed. (Text is in German.) (DH)

Basic mathemagenic concepts were tested under instructional conditions. Research areas of interest were the effect of two different types of adjunct questions and adjunct question positions on problem solving ability on prose materials. (Author/DEP)

Undergraduate students were interviewed to determine their identity states. A distinctive interpersonal style, both toward peers and toward authority was associated with each identity status. Results of these findings for a theory of identity development are discussed. (Author/DEP)