Explores the ways in which foreign students differ from their American counterparts, and how these differences may affect the foreign students in a tutorial or one-to-one conference. (AEA)

Describes how student teachers can be made aware of the varying writing behaviors they may find in their classrooms. (AEA)

Reviews studies that use the California Psychological Inventory (CPI) with delinquents and criminals. Studies illustrate the ability of the CPI to measure: (1) personality differences; (2) personality typologies and classifications; (3) personality variables that predict future criminal or asocial behavior; and (4) the historical development of…

Investigated the interaction of demonstrated knowledge of assertive behavior with treatments for nonassertive behavior to clarify the interaction of deficits with treatments. Results failed to support a differential treatment approach to assertion based on demonstrated knowledge. (Author)

Examined two components of counselor attractiveness--perceived similarity and liking--in a comparison of two theoretical approaches to attractiveness and influence in counseling--the referent power hypothesis and an attributional approach. Results generally support the attributional approach over the reference power hypothesis. (Author)

Describes changes in personality variables coincident with high or low achievement during the first term in college. Differences between high- and low-achieving groups were found in academic self-concept, sense of academic futility, and text anxiety. Changes during the term occurred largely in the low achieving group. (Author)

An approach to intelligence which emphasizes domain-specific constraints on knowledge structures is compared to information processing approaches. The evaluation of any cognitive ability as being intelligent crucially depends on prior specification of the formal constraints on the domains of knowledge from which that ability originates. (Author/RD)

Compared learning disabled (LD) and normally achieving (NA) grade three children. Results showed general demographic factors did not differentiate but significantly more LD than NA children came from homes with parental separation. LD mothers had significantly lower perceptions of their children's academic abilities and lower expectations. (Author)

Reviews findings of recent television research and discusses two dominant issues: the nature and determinants of children's attention to television, and the amount and kind of content retained by different age groups. It is recommended that research on media effects incorporate age-related and individual difference factors. Nineteen references are…

Reviews literature on cognitive style (especially field-dependence-independence) to demonstrate how persons of different cognitive styles are differentially responsive to Human Relations Training (HRT). Provides a conceptual framework for a matching model approach to HRT research. (JAC)

Administered two questionnaires to 800 Israeli subjects which examine the affiliation need in four groups of situations. No differences were found between first and later-borns in their tendency to associate with others. Results showed significant interaction between sex and specific situational factors. (Author/RC)

Specifies some problems in the Piagetian characterizations of assimilation and accommodation and offers an alternative formulation intended to resolve some conceptual anomalies. On the basis of the revision, the orthogenetic law of developmental progression is explicitly derived. Further, Piaget's notion of "equilibrium" is extended into…

A career development survey was administered to college freshmen (N=2,153) to determine if students with declared majors were still in need of career guidance. Results revealed that students with declared and undeclared majors needed career assistance. Students with declared majors expressed a need for more detailed information. (RC)

Discusses seven guidelines for programs to teach functional reading skills and meet minimum competency standards. (AEA)

Black first graders varying in internal-external control completed digit substitution problems during which performance was praised by a Black boy and girl or a Black man and woman. Boys were most responsive to peer feedback and girls to adult feedback. Predictions involving locus of control were modestly supported. (Author/RD)