Criticizes the operant approach to the study of life span development from a theoretical behaviorism view. It is argued that the operant approach is too limited in its scope to enhance significantly the conceptualization and understanding of life span development. (Author/DB)

Telephone counselors responded to client statements which contained two messages. Results showed counselors' responses were either nonspecific or included both messages. Counselors responded to content rather than positioning of messages, thus providing no support for the recency hypothesis. (Author)

Black and White teacher task activity and related Black and White student interaction were studied in four college classrooms. The research goal was to conceptualize and analyze the manifestations of task related work and disruptive emotionality in the interracial classroom by using a modified social systems perspective. (Author/GC)

Reports on teacher reaction to a compromise proposal dealinq with the reform of A level and N level language syllabuses. (AM)

Finds that extraverted children did better than introverted children on both a nonverbal coding task and simple and complex verbal fluency tasks. Notes that anxiety influenced girls' performances on the more complex verbal fluency task, but did not alter boys' performances. Compares these findings to those of similar studies of adults. (RL)

Differences between signed and anonymous student evaluations of high school student teachers were investigated. Signed evaluations produced higher ratings. (JKS)

The relative importance of different cognitive subprocesses in Bender performance was studied with Black middle-class first graders. Results suggest that the Bender owes much of its clinical validity to loadings across all stages of human information processing. Kagan's hypothesis on conceptual tempo in Bender performance is also analyzed. (SJL)

Studied was the adjustment of Israeli high school students in relation to the Repression-Sensitization personality dimension, which concerns the individual's characteristic response to threatening stimuli. Repressors avoid such stimuli; sensitizers approach them. Adjustment was measured by peer acceptance and teacher evaluation scores, both of…

Investigates how two traditional early childhood activity settings, the block and housekeeping areas, influence young children's play and social behaviors. (Author/MP)

The critique of Rational-Emotive Therapy aims criticism at Ellis' concept of irrationality, analysis of human behavior and therapeutic techniques. Ellis suggests that his critic's claims lack the support of experimental evidence. He further suggests that an "existential" bias pervades which differs from his own brand of…

Learned helplessness--the belief that a person's actions have no influence on the outcome of an event--is similar in many respects to the crisis state and depression. The author shows how this impaired social and psychological functioning occurs and identifies techniques that the social worker can use to prevent it. (Author)

Effective teaching strategies are outlined for helping the shy and withdrawn child to become an involved participant in the classroom. (JD)

Responses to diverse constituencies determine the purposes of the school and require that high school administrators (1) know the level at which issues are raised, (2) determine response levels and potential reactions; (3) know the consequences, and (4) build mechanisms for dealing with constituents. (MB)

Whether individual study of risk problems (familiarization) leads to greater risk taking was investigated. Subjects (N=160) in groups of five or alone developed arguments in favor of the successful risky outcome in six Choice Dilemma problems. Groups may be more efficient than individuals in developing arguments favoring culturally valued…