Examined self-esteem in three groups of 25 adults with or without a criminal history, who completed the Self Esteem Inventory. Results showed people with three or more convictions have a lower sense of self-esteem than those with no criminal history. (JAC)

A pilot study was made of 1) whether distinctive patterns of behavior exist for students of different learning characteristics and 2) whether or not and the degree to which the Individually Prescribed Instruction system succeeds in adapting its instructional procedures to these behavior patterns. (JY)

The attitudes of long-term collaborators on research publications about the negotiation of substantive differences of opinion were studied. Long-term collaborators were those who had co-authored publications with another academic for 10 years or more. Multiple sources of data collected from both members of 12 collaborative pairs included…

Although there has been much research about the relationship of learning and performance and individual differences in learning style, there has been little written about how to diagnose the styles. The author presents a theoritical understanding of learning styles and suggests assessment questions that a counselor can use in observing students…

A multivariate analysis of judgments of desirability by 150 judges of 566 MMPI items uncovered 13 judgmental dimensions of psychopathology. (Author)

The concept transcendence" as a fundamental category for interpreting human experience and some of the relationships of this concept to the process of education are discussed. (DB)

Author argues that simplistic and/or heuristic approaches to the Tucker and Messick model (an individual differences model for multidimensional scaling, 1963) are often inadequate. (Author/CB)

Describes four different styles of working exhibited by four different children as they worked with water flow. Each of the four children's approaches varied substantially, but each learned in his own way about water flow. The author believes that each child should be encouraged to follow his own style of learning. (BR)