Explores parallel developments in labeling theory and in the value conflict approach to social problems. Similarities in their critiques of functionalism and etiological theory as well as their emphasis on the definitional process are noted. (Author)

Reports the results of three separate studies designed to test hypotheses about the effects of language intensity on attitude change. See CS 703 560 for availability. (MH)

This article considered the role of schools and society toward promoting prejudicial attitudes in students. (RK)

It is proposed that nomethetic theories should be formulated in such a way to allow for an immediate individual-differences test. This approach of trying to bring individual differences into the mainstream of theory construction is elaborated in terms of guidelines that can be used in examining the intervening process, as well as a discussion of…

Learning is defined as the modification and acquisition of knowledge, feelings, and abilities of the student--the outcomes of the teaching-learning process. The teaching-learning process in vocational education is intended to serve as the vehicle for achieving specific outcomes embodied in the goals of the vocational program. Two primary strands…

An address to faculty and staff considers the question of how quality can be improved at the various levels of a college. The importance of a shared sense of purpose is emphasized. Three goals of postsecondary education are discussed: to produce desirable changes in people; to do so through means that are consistent with social values; and to…

Using current right brain/left brain research, this paper develops a model that explains acting's underlying quality--the actor is both himself and the character. Part 1 presents (1) the background of the right brain/left brain theory, (2) studies showing that propositional communication is a left hemisphere function while affective communication…

An action-theory framework is used to systematically analyze the educational literature about student involvement in learning. Action is self-directed and arises from internal stimuli. In contrast, behavior is other directed and responds to external stimuli. The review focuses on the involvement of secondary learners in curricular, rather than…

A general conceptual model on the consumption of information is introduced. Information as the output of the mass media is treated as a product, and a model on the consumption of this product is developed by merging elements from consumer behavior theory and mass communication theory. Chapter I gives basic assumptions about the individual and the…

Four forms of individualism (romantic, egoistic, ideological, and alienated) are distinguished and their roots in American psychology traced. In opposition to this theoretically egocentric perspective, a new psychological role theory is espoused and its implications explored with special emphasis on the dilemma of contemporary ambivalence toward…

The behavioristic approach to education is appropriate only to areas of skill development. To design mathematics curricula from the point of view of behaviorism is to miss the essence of mathematics as a discipline. Mathematics curricula should include strong emphasis on problem solving. (SD)

Child abuse is discussed in terms of theory which when realized may lead to more effective primary and secondary prevention efforts. Theoretical explanations of child abuse are classified as either unitary or interactive. Unitary theories (psychological, sociological, and legal views of behavior) are considered deficient; none is capable of…

Piaget's egocentrism and Witkin's psychological differentiation are important constructs in theories of cognitive development. A comparison of these concepts could lead to an increased understanding of cognitive development in the older adult. In a test of Witkin's revised model of psychological differentiation, the Portable Rod and Frame Test…

In its relatively short history, instructional development has been greatly influenced by operant conditioning theory and methodology. This approach has been described by some as simplistic, inhuman, and inflexible. The humanistic approach, on the other hand, focuses on affective, emotional, and intellectual learning experiences. But it seems to…