This research note reports an investigation into the relationship tetween date of birth and early performance at school and especially into whether there were more poor achievers'' born during the summer months than in other months. (Author)

The effects of room density, type of ongoing activity (party vs studying), and a personality variable ( personal space'' or the distance which subjects place between themselves and others) on room liking were investigated. (Author)

Fifty-seven learning disabled or emotionally disturbed students, 8- to 12-years-old, IQ, 80-129, were given a visual and an auditory memory test to obtain reliability data on the two tests, and to determine the relationship of the tests to the children's reading and listening behavior. (MC)

Compares the Metropolitan Readiness Test with the opinion a parent or teacher has of a child for predicting success in the first grade. Results of a two year study are analyzed. (RK)

Replicates two studies by Bormuth comparing multiple choice and cloze tests as measures of comprehension and concludes, like Bormuth, that the more easily constructed cloze test can be used to measure comprehension or to select reading materials. (MD)

Results of this study were interpreted in terms of the social control function served by the public schools. (Author/RY)

If one is given three or more methods of measuring three or more traits, the procedure described allows one to assess the extent to which the observation is influenced by the method and the extent to which individual differences contribute to the observations, independent of the particular method-trait combination. The procedure is illustrated.…

Probability samples of approximately 175 black and 175 white respondents were drawn from each of fifteen American cities. This report deals with the extent and ways in which racial, urban, and certain other attitudes arc influenced by city of residence. (Author/DB)

Reports a study of sixth-grade students in a West Coast metropolitan area which found that high interest resulted in greater comprehension, that discrimination between reading levels was lower with higher interest, and that reading interest affected high-ability students more than low-ability students. Bibliography. (MD)