The behavior of 40 mainstreamed educable mentally retarded (EMR) children enrolled in 10 elementary schools was compared based on teacher rating scales and controlled behavioral observations. (SEW)

Observations indicate Black and White sixth-grade students interacted primarily with others of their own sex and race. Boys interacted more across racial lines than did girls, and Blacks were almost twice as likely as Whites to be the source of cross-race interactions. Peer behaviors were more likely to be task-related when directed toward White…

A futures outlook for vocational special needs education encompasses (1) identification of instructional goals and objectives that promote functional skills, (2) recognition of the importance of vocational evaluation, (3) emphasis on social development, (4) development of transferable skills, and (5) operation of a longitudinal service delivery…

Investigated the appropriateness of self-disclosure in relation to the concept of disclosure flexibility defined as the modulation of disclosure in accordance with target and setting conditions. Subjects rated contrived protocols with varied disclosure appropriateness. Results indicated perceptions of self-disclosure were contingent on…

Six infants were filmed at 15 and 30 weeks of age while alone and in the presence of an adult (mother or stranger) who interacted with the infant or remained passive. Signal detection analysis of ratings made by judges showed that infant behavior at both ages varied in accord with whether or not an adult was present. (Author/DB)

Describes a study that showed that the role-taking ability of third-grade children increases their disposition to behave altruistically. Twenty four children were given role-taking tests and their social behavior was observed over a two-month period. (RM)

Defines gender in a sociological context. Proposes need for a self-system to integrate diverse findings on socialization and social control and to do justice to diversity of individuals' psychological relationships with gender. Explores concepts of social power, status, and role relationships as keys to gender study. (RC)

Indicators of normative traditionalism were derived from 1947 and 1970 attitude surveys of adolescents from 68 Pennsylvania high schools. Rural-urban character of the areas was indexed by 1950 and 1970 census materials. Although 1970 normative climates were more permissive, findings suggest continuing utility of rural-urban distinction in dealing…

Evaluated differences in group cohesion, trust, attraction, and perceptions of feedback due to interpersonal feedback. Undergraduate groups experienced intimacy-building exercises and then exchanged varied interpersonal feedback. Results indicated response mode did not affect feedback ratings or cohesion ratings; the valence of the feedback…

A symbolic interactionist approach to evaluation views the evaluator as an observer of group behavior in which individual action aligns with collective action. The evaluator attempts to discover what is actually going on in the program being evaluated. Though the interactionist approach frees the program manager from having to articulate goals, it…

Reviewed literature on the influence of a speaker's expressive behavior on the behavioral response of another person in adult-adult and infant-adult dyads. Mutual influence in expressive behaviors was demonstrated to be a pervasive feature of social interaction found across a variety of behaviors and across developmental time. (Author/DB)

Suggests that dominance can be defined as asymmetry in predictability in social variables of importance, and bidirectionality as symmetrical predictability. Procedures which address the concepts of cyclicity within a person and synchronicity between people and which assess asymmetry and symmetry in social interaction are discussed. (Author/RH)

Reviews literature on the benefits to emotionally disturbed children of mainstreaming versus special class placement. Findings are inconclusive. (SJL)

The social interaction and social organization patterns of 408 Israeli kindergarten children and first graders engaged in outdoor free play were observed for 40 minutes each day for three continuous weeks. (Author/CM)

Discusses results of a three-year investigation of personal, social and academic adjustment by learning disabled students. Concludes that younger children in self contained classrooms achieve more academic and personal success than older ones and those in mainstreamed classes. Identifies five critical factors affecting educational outcomes with…