Paper presented at the TESOL Convention in New Orleans, Louisiana, March 1971. (VM)

An experiment was conducted comparing the effectiveness for producing response inhibition of high- and low-intensity physical punishment and elaborated verbal punishment when punishment was delivered either early or late in a response sequence. (Author)

Presents to subjects graphs representing differential variabilities over time in an attitude, a behavior, and a physical state and asks them to estimate the possibility of influencing each trend. Highly variable attitudes were seen as susceptible to change, whereas the others were not. (RW)

Suggests that journalists inadvertently reinforce the authority of local political groups through their use of objective language, imposition of orderly structure on the material, and selection of newsworthy articles. Notes the implications of these conclusions for local government. (RW)

Secondary students can study time and the motions of the sun by plotting an analemma, a graphic representation of the declination of the sun and the equation of time for every day of the year. They can collect data by measuring a dowel stick's shadow in the noon sun. (KC)

Observed changes in clients' expectations-perceptions over time and as a function of duration in counseling, and the relationship between perceptions and actual interview behavior. Results suggested before counseling clients focused more on the relationship than on expected results. By termination, perceptions of process and outcome were similar.…

Measured subjective work load, time urgency, and other stress/motivation variables for management personnel taking a demanding problem-solving exam. Data suggest increases in psychological stresses like subjectively high work load and time urgency uniformly impair performance across the whole range of these variables. (Author)

Presented are activities and teaching strategies designed to make history real to students, to develop in them, first, a sense of personal involvement with the past, and second, a time-sense and historical perspective. Suggestions include use of biography, historical fiction, oral history, genealogy, role playing, and time-lines. (Author/SJL)

Questions whether children's use of language indicates they (1) understand temporal sequence, (2) distinguish goal-oriented from nongoal-oriented activities, and (3) prefer discussing the aspect of events prior to the time of events. Also investigates whether findings for past and future conditions are parallel. (Author/DB)

Seventy university professors completed the Personal Orientation Inventory and their scores on the 12 scales of the inventory were correlated with their overall rating on the University Student Survey of Instruction Questionnaire. (CTM)