Two age groups of Japanese and Americans were experimentally compared in the attribution of responsibility. The findings of the study were interpreted in terms of cultural differences in values and parental reward patterns, and show great cultural similarities in the attribution of responsibility. (Authors)

Effects of country of origin and social class on sex differences in body articulation were also analyzed. (Authors)

Article based on research supported by a National Institute of Mental Health grant. (VM)

Based in part on a presentation at the Conference on Symbolic Processes in Akron, Ohio, October 1970. (VM)

Cross-cultural and developmental research on the untaught mapping abilities of children aged five through ten suggests that mapping behavior is a normal process in human development, and that map learning begins long before the child encounters formal geography and cartography. (Author)

The content of first grade reading textbooks contains attitudes which may reliably predict differences and similarities between and among countries concerning cultural and social characteristics. (JB)

Discusses student motivational factors crucial to successful cross-cultural schooling; a preprint of a forthcoming National Conference on Research in English pamphlet. (Editor/SW)

A program which collects information about the similarities and differences between American and a host national counterpart is described. How knowledge of this data has relevance to relations between the American and the host national and how, through educational procedures, this information can be disseminated, are also discussed. (Author/CG(

Suggests ways in which school social worker can help youngster and his family adjust to the school and community, as well as ways in which the school can create a learning climate which takes into consideration the cultural differences of thechild. (CJ)

A case study presents a method employed to assist youngsters who had been functioning below their capacities to explore their behavior and accept responsibility for their decisions. Coping mechanisms are important, particularly for children whose families can offer little positive encouragement. (CJ)