The games are Build a Reputation (REP), Confuse the Student (CON), Blame the Opposition (BOP), and Pass the Buck (BUCK). Professors play these games because they "want to show off on occasion, . . . want to get off the hook and avoid responsibility, . . . are prone to blame others, or simply because they are lazy. (WM)

Study of children in Early School Admission Project in Baltimore confirms that among those in extremes of ten measurements there are previously identified correlations between height, weight and head circumference. No association found between low head circumference and intelligence on behavior. However, improved physical growth may affect mental…

Paper presented at the Conference on Research in Medical Education, 79th Annual Meeting of the Association of American Medical Colleges, Houston, Texas, November 2, 1968

Research supported by a N.S.F. fellowship for graduate teaching assistants granted to the senior author.

Study conducted under Contract Nonr-4806 between the Office of Naval Research and the East-West Center, University of Hawaii.

Compared 25 postpartum depressed mothers and controls with respect to the stimulation they provided for their infants during feeding. Results indicated no differences in levels of stimulation. However, depressed mothers provided significantly lower levels of unconditional positive regard. No relationship was demonstrated between marital adjustment…

The article reviews research on classroom behavior of learning disabled elementary school students. Topics covered include students' attention and hyperactivity, teacher-child interactions, teachers' perceptions, and the relationship between classroom behavior and achievement. Directions for future research are suggested, including research on LD…

College students (N=18) participating in personal growth groups completed questionnaires about consistency, consensus, and distinctivenesses of feedback received from the group. Findings argue that consensus is an important variable in determining whether feedback is accepted and in channeling attributions of reasons for why particular feedback is…

Forty-three elementary school teachers Q-sorted 50 statements concerning various aspects of hyperkinesis. The factors obtained suggested that, although teachers do not differ from each other in their definitions of the behavioral aspects of this disorder, there are important and consistent differences in their conceptions of the underlying causes…