The present study examined relations between behaviors of mothers and children. The analysis of relations over time suggested that stimulating responsive maternal behavior influenced the child's intellectual development, whereas in the area of social relations the child's behavior influenced the mother. (CS/Author)

It was shown that observation of a high-rewarding teacher was directly related to increased imitative behavior by students. (Author)

Assessment of disturbed children and their parents in a natural setting, and procedures designed to divide interaction into fine components are basic in the behavioral approach to child and family therapy. (ST)

The behavior of pupils who had been assigned seats in the front, middle, and back rows of their 14 grade-school classrooms was assessed through observation and teacher interview. (Authors)

The authors employ Bales' IPA and apply hypotheses from Homans' Human Group'' to present a sociological approach to the scientific study of classroom interaction at the elementary school level. (Authors)

Reports an investigation to determine whether or not interaction analysis could be used as a tool to analyze laboratory instruction and to identify patterns of instruction which differentiate effective and ineffective teaching. Indicates student performance can be enhanced by a student-centered climate. (Author/TS)

Paper presents a validation of the instruments developed for classroom measurement of the properties of Open Education. (Authors/MB)

The author concludes that Flanders' System of Interaction Analysis can be a valuable device for training teachers, particularly if carefully used in conjunction with other instruments; as a research device, problems of sampling rate and category definitions limit its usefulness. (Author)

This paper is part of a systems analysis begun during the fall semester of 1970, and conducted by the School Psychology Department of George Peabody College. (Author)

Classroom observation during an adult education course revealed that teachers behaved differently towards students they had been told were potential high-achievers--and that those students did perform well, even though the information given the teachers was false. (PD)