Suggests that many students are not aware of proper etiquette and proposes that business communication instructors offer a short bibliography and a few tips that can help students acquire more polish. (DF)

Three moderately retarded students were taught to initiate and expand on conversational topics through actual conversations with nonhandicapped peers. Training generalized to natural contexts. Results were socially validated by undergraduates who rated tapes of two of the students' conversations during training phases as more socially competent…

Refers to articles within this issue of the Quarterly on the correlates of sociometric status, especially the views of Blyth. Agrees that maps of the child's social network need to be expanded to include nonschool contexts but argues that this effort should be guided by the potential contributions of these systems to social development. (CB)

Certain fundamental perspectives on social issues have become conventions in the way society is represented in school curricula, distorting the kind of social understanding needed by young people. Among these distorting conventions are functionalism, determinism, and individualism. These approaches to social education are analyzed; alternative…

Conflict episodes among first-graders were videotaped and analyzed. It appears that the function of social conflict among children is to build their small-group society and its structure: while arguing, children create political alignments, and thereby realize their practical interests within a changing set of social relationships. (KH)

Research suggests children readily distinguish between moral wrongs and social norm violations. Moral concepts consistently focus on issues of justice and compassion regardless of religious belief. Moral education can be compatible with, and independent from, religious doctrine. Two principals for such education are suggested as useful for…

Compares number of classmates' photographs named by boys and girls on four different occasions in two kindergarten classrooms. Patterns of name learning were compared to examine sex differences in the speed and extent to which classmates' names are learned as well as differential selectivity in the sex of peer relationships. (Author/DST)

Discusses various aspects of workers' education: its relation to adult education, its social purpose, who carries it out, its intended audience, its participants, and its orientation. (CT)

Discusses differences between authors' view of conversation and Ervin-Tripp's (included in this issue) on the similarities between adult and child conversation, planfulness in achieving topic coherence, the generalization of research results to other groups, and the socialization of conversational behavior. Also presents evidence supporting their…

Examines the assumptions about infant development that underlie infant intervention programs. Focuses on four popular ideas: that environment is the sole determinant of development; that development is linear and continuous; that early experiences carry more weight than later experiences; and that providing a more "stimulating"…

Describes cooperation and affirmation activities designed to create a classroom environment in which children interact peacefully and resolve conflicts creatively. Exercises include cooperation drawing, group hand prints and shadow murals, a circle game entitled "Rainstorm," student interviews, affirmation shows using video, affirmation clapping,…

Books can be used to remediate social deficiencies in learning disabled children by providing an opportunity for identification with the characters. Questions can be directed to focus on social perceptual cues, situation-specific behavior, and appropriate affective responses. Ten books are recommended. (CL)

Parents of 22 adolescents diagnosed as learning disabled (LD) five years before, and parents of 22 nondisabled (ND) adolescents rated their children on 30 bipolar adjectives. Results showed that the LD adolescents were rated more negatively than ND adolescents in areas of self-satisfaction, delinquency, flexibility, sociability, and social skills.…

Notes that there are things that are at least as important as reading: speech itself, productivity, expressiveness, and social development. (Author)

Outlines some of the essential features of the barroom situation the stages of interaction, and some of the typical tactics taken by members to increase the possibility of a sexual encounter. (Author/AM)