Shows that an individual's general disposition, either positive or negative, averaged with the weight of stimulus traits presented affects impression formation. Graph and bibliography. (RW)

A report on Interdisciplinary Oral Language Guide: Primary One" developed by the Michigan Department of Education. (RD)

Asserting that language enrichment programs are often weakened by the assumption that standard English is necessary for the development of abstract thought, the author discusses problems of educational planning and policy with regard to low-income youth and specifies four areas in which further research must be carried out. (FWB)

Paper presented at the Educationand Information Science Symposium," Sponsored by the Ohio Chapters of the American Society for Information Science in cooperation with The Department of Computer and Information Science, The Ohio State University, June 23 and 24, 1969. (MF)

Advocates three emphases to the precollege study of English as a language: language general, grammar, and usage rule;" a paper presented at annual convention of National Council of Teachers of English (59th, Washington, D.C., November 28, 1969). (RD)

Paper presented at the workshop on "The Utilization of Games in the Ego and Educational Development of Children, (National Institute of Mental Health, Bethesda, Maryland, May 25-26, 1967).

Problems of research design and the formulation of concepts are presented as methodological criticisms of Arthur Jensen's article: "How Much Can We Boost IQ and Scholastic Achievement? Harvard Educational Review, (Winter, 1969). A related article is EJ 006 296. (MF)

Drew conceptual distinctions between the constructs of communication apprehension and shyness. Examined, in two studies, measures of these constructs in terms of their relationship and independence. Found that communication apprehension and shyness measures are empirically distinct from each other. (PD)

An information processing approach to the assessment of learning disabled students' intellectual performance is presented. The model is based on the assumption that intelligent behavior is comprised of a variety of problem- solving strategies. An account of child problem solving is explained and illustrated with a "thinking aloud" protocol.…

Evaluates the growth of social-cognitive knowledge in deaf and hearing children during the early- and middle-school years and assesses the relative importance of language in two domains of social cognition. In addition, separately examines the child's ability to evaluate the concepts of good and bad and to take another person's perspective. (RH)