The main tenet of the theory is that the minimal experimental situation for making psychological observations is a conversation. The theory is exemplified by work on learning and teaching using CASTE which is itself a physical embodiment of the theory in the form of a vehicle for observing conversations. (Author)

First-grade boys (N=260) were classified according to response style on a continuum of reflectivity-impulsivity using Kagan's Matching Familiar Figures Test. For all groups, performances were poorest under reward conditions and better under the punishment and reward plus punishment conditions. (ST)

Educational psychologists can help create and preserve an experimental mood in education whereby scientists, educators, curriculum designers, teachers, parents, and students feel they have a direct part in decisions to improve their schools. (Author)

Two theoretical models of visual attention and contingent learning were presented to provide a framework for the consideration of how observed individual differences in infant behavior may interact with nonsocial stimuli and caretaker-mediated stimuli to influence the individual's development of patterns of visual attention and contingency…

Ability to attend is considered in relation to mental retardation and learning disability. (Author)

Preliminary factor analyses of predictor tests in advantaged and disadvantaged groups is recommended as a way of forming a priori expectations concerning validities of the predictors to guide both use and research. (Authors)

Paper considers some of the problems facing the researcher interested in patterns of abilities as revealed by a discussion of the Lesser studues (1971), presentation of reanalyses of their data, and a critical review of the research. (Author/CB)

This investigation also studied the relationship between gestational age and preferences for contour. (CB)

The literature (since 1963 relevant) to the theoretical framework of personality and organization is reviewed to ascertain the degree to which parts of the theory are confirmed and disconfirmed. Suggests that organizational theory requires a model of man, since without it, the theory could become limited to the status quo. (Author/JN)

It may be concluded that reflective and fast-accurate Ss differ from impulsive Ss of the same grade in the strategies used to solve problems. These strategy differences may or may not lead to more efficient performance, depending on the structure of the task, but they are indicative of different levels of cognitive development. (Author)

Author has misgivings concerning the sudden thrust of individualized learning and suggests that a balanced approach between the traditional and innovative methods should prevail. (Editor)

The author argues that "to answer certain research questions the individual student (rather than the classroom) is the proper unit of analysis." Appended are approximately 38 references. (Author/AK)

Indicates each individual has a unique genetic history that determines much of his potential for excellence in a field. Educational programs should be planned with consideration of these individual variations. Instead of formulating plans for groups of people, concentration should be given to individuals in a group. (PS)

Examines children's word perception demonstrating the role of Piaget's perceptual development formation and individual aptitude differences in problem solving strategies. (MM)