Comments on the preceding discussion of locus of control in Japanese and American cultures (Weisz et al.). Discusses yielding, as one of many coping styles, to demonstrate the heterogeneity of secondary control. Asserts that dichotomizing secondary and primary control, rather than seeking differentiation within a single category, itself reflects a…

Compares results of a survey of chief psychologists in medical schools to results of a similar survey reported in 1978. Reports that changes in bylaws of university-affiliated hospitals have enabled psychologists to be members of the active medical staff. (KH)

Some of the problems that cloud the understanding of the interaction between cognitive and social/emotional needs of culturally diverse children are reviewed, and a path model of reciprocal influences is proposed. (SBH)

Comments on a preceding discussion of control in Japanese and American cultures by Weisz et al. Discusses forms and modes of control, the context-boundedness of interpersonal relations, and concept of self in Japan. (KH)

The author explains his research on learning differences between children of Hawaii's different ethnic groups, particularly the Oriental-Americans. His studies focus on two separate variables: fast-slow instruction and locus of control. (SJL)

Locus of control is demonstrated as being an important individual belief for counselors to consider in their work. The influence of western cultural bias on research and therapy using locus of control is considered; areas of related theory are reviewed. Selected research is reviewed; implications for practitioners are discussed. (Author/EMK)

To improve the responsiveness of educational programs to the needs of low achieving, at risk students, Research for Better Schools (RBS) has developed an assessment procedure. This document is the portion of that procedure that addresses the involvement of students in their learning, or how low achieving students cognitively operate on content.…

This review of journal literature proposes that ethnic/race-specific research on cognitive/learning styles provides models for cross-cultural and multicultural classrooms that will maximize learning through building self-esteem and devoloping a reason for learning. The intent of the review was to discover patterns and themes developing across…