A study of a first-grade, bilingual-bicultural program was made to determine the effect of the program on three nonintellectual attributes of children: self-concept, self-descriptions, and stimulus-seeking activity. (Author/JA)

This study was designed to investigate brief group therapy for underachievement and remediation for deficiencies in basic skills to determine their effectiveness in reducing the attrition rate of nursing students. (Authors/JA)

Student discussion-group leaders were assessed on indices of facilitative empathy, respect, and genuineness, and their behaviors were analysed by Flanders' interaction categories. None of the leaders reached minimally helpful levels of the facilitative conditions, and only two out of five could be categorized as "indirect" leaders. (Author/JA)

Subjects stratified by ability and extroversion initially achieved concept attainment in homogeneous (all introverts or all extroverts) or heterogeneous (one-half of the members extroverts) personality groups. Concepts were attained individually in a subsequent transfer stage. (Authors/JA)

This study assessed the developmental differences in children's perceptions of the usage of school-related objects by boys or girls. Data from males and females from primary grades showed that girls thought most objects were used by girls, whereas boys were divided on who used them. (Authors/JA)

This study raised the specific issue of whether or not there were differences between the ways in which elementary and secondary teachers diagnosed human relations problems encountered with pupils. In a comparative analysis, differences between the two groups occurred on seven of nine scales. (Authors/JA)

It is often assumed that, for intellectual performance, the environment acts as a threshold variable. This assumption was investigated by examining the nature of the relationship between the learning environment of the home and verbal, number, spatial, and reasoning ability test scores. (Author/JA)

In English-Spanish bilingual children, the period from 5 to 6 years may be the transitional stage when the regulatory function is transferred from the nonspecific impulsive aspects to the specific elective significative aspects of language. (Editor)

A significant relationship was found between modes of teacher influence and use of cognitive levels, as well as between levels of teacher cognition and that of pupils in pupil response categories but not in pupil initiation categories. (Author)