Black first-and second-grade students (N=40) were given instructions intended to induce possessiveness for both a designated toy and a play area. Each subject then surreptitiously observed an experimental confederate dressed in a clown costume play with either the designated toy or another toy. Results are discussed. (Author)

Summarizes Karl Weick's Model of Organizing including its advantages and limitations and tests one of the claims fundamental to Weick's argument. (MH)

Discusses a study designed to measure the effects of message threat level, message quality, and initial receiver attitude on attitude change and evaluations of source credibility. (MH)

Attempts to provide an empirical basis for conducting present and future research into communication structure emphasizing the analysis of the complexity of the communication structure. (MH)

This study investigated how "correct" and "incorrect" dissenters from erroneous group consensus affect conformity on visual and opinion stimuli under normative and informational social pressure. Results are consistent with earlier data. (Author)

Organization development consultants (N=75) asked to list the 10 "most important" diagnostic questions they would want answered before accepting the contract. These were seen as a function of the change agent's organizational model and predictive of the interventions these consultants would plan. (Author)

Discusses the testing of a method of differentiating reticent from non-reticent students, using the FIRO-B measuring instrument. (Author/RN)

Results indicated that girls' rule violations were affected by the model's skill level, and by interaction of the model's verbal and behavioral expressions relevant to those rules. (Authors)

The author concludes that Flanders' System of Interaction Analysis can be a valuable device for training teachers, particularly if carefully used in conjunction with other instruments; as a research device, problems of sampling rate and category definitions limit its usefulness. (Author)

Study investigated the effects of inconsistency of instructions, order of presentation of instructions, and sex of child upon children's behavior in a resistance-to-temptation situation. (Author)