The difficulty and the beauty of Chinese lies in the simultaneous concreteness and ambiguity of each graph. (Author)

Study seeks some insight on one particular mode of inquiry into the meaning of meaning'' by describing it in terms of Jungian psychological function or personality type - the thinking type. (Author)

Originally given as the Giff Edmunds Memorial Lecture for 1967. (RS)

Advocates the use of precision" rather than accuracy" in defining reliability. These terms are consistently differentiated in certain sciences. Review of psychological and measurement literature reveals, however, interchangeable usage of the terms in defining reliability. (Author/GS)

Provides tips for interpreting each column in the chart, which lists the features, intended uses, typical system prices, storage capacities, operating systems, programing languages available, interface devices, and manufacturer's or distributor's addresses for home and business microcomputer systems priced under $6,000. (JL)

Working definitions of words related to the theory and use of computers are presented to introduce the novice to terminology. The glossary is not designed to be exhaustive. (Author/CM)

Questions Husaim and Cohen's basic assumption that stimulus dimensions or attributes defined by the experimenter have psychological reality for infant subjects. Suggests that infants may perceive different attributes in the stimulus, or they may not articulate the stimulus into attributes at all. (Author/RH)

Clarifies the concept of development, briefly discussing three historical periods of development education. Contrasts "split-knowledge" and "holistic" paradigms of modern science. (RH)

Research on Piaget's four stages of cognitive development has shown that although nearly everyone passes through sensorimotor, preoperational, and concrete operational stages, most do not reach the stage of formal operations. Those people who do attain formal operations seem to have a curiosity factor not operative in those who don't. (Author/BRR)

Examines what makes a problem a problem. Whenever someone decides that a problem exists, there is implied a consciousness of a physical, social, psychological, or intellectual situation. This situation must have something about it that is undesirable and that is believed to be difficult; and it must be solvable. (Author/AM)

Outlines the basic tasks and skills of teaching under three major headings: planning, teaching, and pupil progress reporting. Presents brief definitions of each skill. (Author/SJL)