Milkman (TM 504 643) accuses Arthur Jensen of misapplying heritability data in speculating on the causes of racial differences in intelligence test scores, and offers a method for illuminating Jensen's alleged error. It is contended in this article that Milkman has misconstrued Jensen's argument and that his method is without point. (Author/CTM)

Because a person's name and self-image are so closely related, it is important that teachers, especially in multicultural situations, familiarize themselves with names common to various ethnic cultures. This article presents advice to teachers on this topic and suggests activities about uncommon names for use with students. (SJL)

Describes the development of a parent-report to assess infant temperament and presents longitudinal findings. Scales were developed to measure activity level, soothability, fear, distress to limitations, smiling/laughter, and duration of orienting. Longitudinal analyses showed that stability in some scales was age-related. (Author/DB)

Different indices can be used to measure an individual's pattern of responses on an achievement test as usual or consistent with the norm. The relationships among eight of these indices are investigated for a math and reading test given to approximately 2,100 fourth-grade students. (Author/BW)

Analyzed Asocial Index scores of three male juvenile delinquent groups and one male nondelinquent control group. Results indicated incarcerated offenders and those who became adjudicated offenders within one year, scored higher and were more frequently classified as delinquent. (Author)

Individuals' fear of crime and actual victimization do not lead to their being more likely to advocate harsh treatment for criminals. Also, environmental areas which differ greatly in level of victimization and level of fear do not differ in their level of support for capital punishment or harsher courts. (Author/MC)

Even among individuals operating at Piaget's highest cognitive level (Formal Operations Stage) there is a range of behaviors on important cognitive characteristics. Various substages and their performance criteria are suggested. (JD)

Investigates the exploratory behavior of young children as it relates to individual differences in curiosity, the novelty of the objects explored, and the interactive style employed by an adult experimenter. (Author/MP)

Four models of teaching methods are presented: social interaction, information processing, affective instruction, and behavior modification. The need for adapting these models to individual students is explored. (JD)

There is a current trend toward matching the style of teaching with the cognitive style of the individual student. (JD)

Several issues about component validity are examined by using covariance modeling to test hypotheses about the relationships between components, aptitude, and achievement. Support was found for cognitive components to model individual differences in verbal aptitude, decompose test validity, and differentially predict achievement. (Author/GK)

In an attempt to better organize supportive environments for teachers, teacher educators are examining specific environments which best influence teachers. Teacher behavior is produced as a result of the interactive effects of teacher characteristics, teacher educational environments, and the tasks in which teachers engage. (JN)

Discusses specialization vs general education, stating that a good general education is needed now more than ever. For better general education, teachers must be adequately prepared and outstanding teachers rewarded. Teachers and parents must participate in developing a curriculum adapted to individual pupil needs and abilities. (MF)

Reports the results of a study that compared teacher rankings of seven business letters written by students. (RL)