Reports a portion of the findings of a project funded by the U.S. Office of Education and Rutgers Research Council (MU)

Indicates that potential contenders for public office are likely to be more knowledgeable, interested, and libertarian than the average citizen. Concludes that these differences exist before leaders are elected and that this discrimination is functional in a democracy. (MB)

Views schools as social organizations and, using the associated body of theory, tests hypotheses on interpersonal relations with regard to position or role. (LN)

Contrasts the relative impact of the behaviorist and cognitive views of learning and language on beginning reading curricula and the teaching of comprehension skills. Points out that current measures of reading comprehension ignore the concept of maturity in reading. Includes a pro-reaction and a con-reaction paper. Bibliography. (WB)

Sees motives of cooperation and noncooperation as a function of the game's reward system and infers that the same motives may operate in real-life situations. Bibliography, tables, and graphs. (RW)

Discusses problems in defining poverty, conceptualizing the culture of poverty, and the relative weighting of intrapersonal versus situational factors in interpreting the behavior of the poor. (JM)

Simplified and generalized theories of noted psychologists are presented to help one develop an understanding of human behavior along with problems in applying these theories to the learner and teacher of industrial arts. (GR)

A dyadic model shows intelligent behavior as result of invariant processes of (a) organism-environmental reaction, (b) experience acquisition involving internal organism transformation, and (c) development of central processes of control. If interaction is controlled subsequent observed behaviors should clarify classroom role of psychologist.…