Contrary to the research hypothesis, higher levels of self-evaluation were not observed in a sample of school phobic children when these children were compared with a control group of disturbed, but nonphobic children who were also attending a psychiatric clinic. (WY)

A somewhat modified version of a paper presented at the annual conference of the National Association for Foreign Student Affairs, May 1969. (FWB)

The Introduction and Part I appeared in "Journal of English as a Second Language, volume 3, number 2, pages 1-21, Winter 1968. (FWB)

Reviews concepts proposed by researchers in linguistics, psychology, philosophy, and artificial intelligence, who have applied their knowledge and skills to the study of human information processing--i.e., memory content, storage, encoding, and retrieval. Guidelines derived from theory for use by instructional designers and subject specialists in…

Chafe's theory of generative semantics, which uses spoken language for illustration, can be applied to American Sign Language in two ways: to combat the erroneous assumption that sign languages simply represent spoken language in visible form and to explain various parts of the grammar of American Sign Language. (MSE)

Two approaches for analyzing the measures reflected in children's early word combinations are described and illustrated. The first interpretive approach involves detailed analysis of spontaneous speech. The second approach uses individualized probes that are designed to isolate the semantic factors involved in children's word combination patterns.…

The Minnesota Multiphasic Personality Inventory (MMPI) and an acculturation inventory consisting of 15 semantic differential and sociocultural items were administered to Chicano college students. Factor analysis produced a four-dimensional measure of acculturation. Implications for future cross-cultural research and the difficulties in the…

It was found that those who read English as a second language (ESL), like L1 individuals, use their knowledge of the world and contribute to information found in the text. However, ESL readers' contributions to the text may be marred by language interference, lack of background knowledge, faulty inferencing, and certain data- and…

Contrasts two theories about the use of semantic context information and reports data that support the theory that readers can use certain semantic strategies in dealing with context. (AEA)

Presents results of a study of fifth-grade students' ability to interpret novel metaphors and similes when provided with a subschemata of semantic attributes. (AEA)