This article examines the anxiety level of student teachers at various points in the student teaching experience. No significant differences were found. (Author/HMV)

Children hear music in the background of a large variety of situations and activities. Throughout development, they acquire knowledge both about the syntactical norms of tonal music, and about the relationship between musical form and emotion. Five to six-year-old children heard a story, with a background "happy", "sad" or no…

Abstracts of important findings on the relationship between fear and communication are presented and attention is drawn to the conflicting nature of the evidence. (Author)

Examines the relationship between anxiety manifest prior to an examination and the quantity of study for that examination. Results indicate that they are positively related and that quantity of study had a near-zero relationship with performance on the examination. (HMV)

To examine changes in self-reported anxiety during the course of a small group, Spielberger's State-Trait Anxiety Inventory (STAI) was administered at several times to participants in brief, leaderless sensitivity training groups. Results indicate that trait anxiety remained stable while state anxiety decreased significantly. (Author)

Two constructs of behavior, interpersonal sensitivity and interpersonal strength, are separately examined, revealing that they are multidimensional and bear some relationship to each other. Significant for teachers is the idea that making contact with a learner is a matter of reading his/her behavior, "decoding" it to understand the…

Examines the relationship between resistence to interference and personality disturbance. Concludes that resistance to interference can be used as a diagnostic dimension in assessing the likelihood of personality disturbance. (HMV)

The image of the artist presented on TV shows is that of a villainous psychotic. (JH)

Investigates the hypothesis that people with last names beginning with the letters "S" through "Z" are 50 percent more neurotic than those people in the "A" through "R" group. The author's research does not support this hypothesis. (HMV)

Subjects' willingness to endorse "universally valid" statements as accurate and meaningful has been demonstrated on repeated occasions. This study investigates whether this "Barnum" effect is best attributed to the prestige of psychologists or to the nature of the statements themselves. (Author)

This study examined the relationship between the severity of negative consequences of a blameworthy behavior and attribution of responsibility for that behavior. (Author)

Chapter 6 in Life Skills in School and Society