To survive student personnel work must identify with the academic life of the university. Research toward academic freedom and toward continuous dialogue with students will improve student college relationships and give student personnel workers an active role. Presented NASPA Center conference in San Diego, 1969. (KH)

Describes how sensory perception and diagnostic performance can be used to provide a rational basis for developing a general theory of vocational competence in the trades and technologies. (GR)

Answers to letters sent by the editors of College English to poets who have published poems in the magazine asking why they write poems, to whom they write poems, and what particular purpose poems have in this magazine. (Editor/MB)

Test performance across age groups followed a highly significant linear trend. (Authors)

A series of three experiments with nursery school children is reported using texture cues to investigate the relationship between cue differences and learning rate. (Authors/MB)

Author describes 6 behavioral modes which constitute a transferable behavioral perspective from T Group Experiences. (Editor/MB)

Discrepancy-Score Approach, a technique developed and tested over a three year period, allows school districts to determine their perceived educational needs. (MB)

It was concluded that the scaled preference values have high face validity and that they suggest the need for reexamination of some previous experimental results. (Author)

Investigation indicates that perceptual inadequacy must be controlled in studies that utilize ambiguous, novel or nonsense designs in stimulus materials. (Authors)

Presents evidence to support theory that infants learn their language by first determining, independent of language, the meaning which a speaker intends to convey... and by then working out the relationship between the meaning and the expression they heard. (Author)

Discusses experiments which show difficulties in putting mastered skills to good effect arise through deficiencies of cognitive control: subjects knew what to do but couldn't" do it. Authors believe traditional response-oriented feedback impedes control, hence performance, and that subjects must see why errors are made to improve. (PD)