Revised version of a paper presented at the 1970 summer meeting of the Linguistic Society of America, Columbus, Ohio. Research leading to the paper supported in part by a National Science Foundation grant to the Phonology Laboratory, University of California, Berkeley. (VM)

The author argues that the fields of mental illness and mental retardation would profit from attempts to organize their phenomena under a common set of concepts. (GW)

Recommends that one begin by ignoring the overall unemployment rate and concentrate on some particular groups with special problems in making employment policies. (DM)

Results indicates that awareness of the facilitative effect of categorization on recall increases with age, particularly during the early grade-school years. (Author)

Alternatives to the present system of specialized service agencies for the blind in Australia are suggested as ways of changing stereotypes about blind persons and providing better services to the visually handicapped. (Author/GW)

This brief overview of some vocabulary control schemes in non-scientific fields is intended to suggest that the complexity of the design problem increases with the newness of the field involved. (Author/NH)

Study concerned with the question of why older children remember more in categorized free recall. (Authors/MB)

Education students classified themselves as vocational, academic, nonconformist or collegiate and responded to a semantic differential on curricula and personnel. This article describes the study and its results. (Authors/JB)

Purpose of these four experiments was to elucidate the role of grouping in remembering words by using single-trial free recall. (Author/CB)

Results of the field studies show that Head Start children who received training in classification are able to form more groupings and thus have acquired more classification skill than children who participate in the regular Head Start program with no specific additional curricular input. (Author)

The activity of making a set of Logic Blocks is used to lead to a discussion of families of polygons and to questions about tessellations. (DT)

How it works and its advantages in British primary schools; emphasis on the family grouping'', with older and younger students together and students staying with one teacher for several years. (SP)

Group experiences, graded as to threatening content, are briefly described. (AF)