Argues that psychologists and personality theorists, who claim that values depend upon needs, have mistakenly reversed the order of dependence. Suggests needs do not determine values, but rather values determine needs. (RC)

Reports on a study conducted to investigate Kohlberg's allegation that his test discerns between form and content in moral development. Indicates that the aspect of form which he measures is probably general intellectual development that rePresents norms that the school intentionally transmits to pupils. (JD)

T-groups methodology plays an important role as an experiential learning approach both within and outside of organizational settings. An understanding of differences and similarities between T-group training and team development is critical for communication and for intelligent decisions concerning their utility in organizational development…

Explores concerns over the direction the field of organizational behavior is developing. Karl Weick identifies approaches to theory building that are misleading. Peter Frost identifies blind spots in teaching and application. Walter Nord compares both papers. The authors offer their views on directions in which the field might move. (Author/BEF)

Counselors from behaviorist, Gestalt, and rational-emotive orientations were compared on four instrument subscales. Results showed a significant relationship between counselor orientation and theoretical tenets. Level of experience did not contribute significantly to within-groups variance. (Author)

Compares uncertainty and social penetration theory expectations about the amount and nature of question usage in relationships. No differences were found in amount of question usage between friends and between strangers, but friends used more evaluative questions than strangers. (JMF)

The silence surrounding the psychological investigation of love has been broken. Not only is love being examined from a theoretical framework but better empirical tools are being developed and used. There is a lack of agreement among professionals about the meaning of love. Compares the humanists' and behaviorists' concepts of love. (Author)

An expectancy hypothesis of the psychological refractory period (PRP) was tested as an alternative to an arousal hypothesis to explain retarded persons' longer reaction times, using 24 retarded adolescents, 24 nonretarded adolescents matched for chronological age, and 24 nonretarded children matched for mental age (MA). (Author)

Assumptions of applied behavior analysis are presented: (1) good practice should be good research; (2) behavioral goals, procedures, and effects should be socially validated; and (3) a systems perspective should be adopted when focusing on behavior analysis and intervention. (Author/JAC)

Describes a "valence instrumentality expectancy" (VIE) questionnaire designed to measure university students' motivation to perform in an organizational psychology class. By focusing on classroom motivation, the questionnaire gives students a relevant and concrete experience with the various concepts of VIE theory. (Author/KC)

Two theories of comparative judgment were compared across four experiments on their ability to explain the Baldwin figure, a focal line whose apparent length is affected by square boxes at or near its endpoints. (Editor)

Reviews research to date dealing with attempts to conceptualize a framework for analysis of communication skills acquired in early childhood years. (MH)

This research presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of "self-efficacy". (Editor/RK)

Examines major theories in the study of motivation and their relevance to outdoor education staff. Explains the motivation construct and its components--drive, persistence, and effort. Discusses wages as a motivator in terms of employee expectations and perceptions of fairness, and the relative importance of extrinsic and intrinsic motivators for…

Suggests that codes of ethics do not necessarily promote ethical behavior and do not always provide appropriate guidance on the "ethical" thing to do when an individual is confronted with an ethical situation. Explores concerns in four particular areas in which codes of ethics lapse: reification, time dependence, individual understanding…