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The article reports on the development and use of behavioral objectives for improving the field experiences in student teaching presented by the Directors of Student Teaching at the State of Illinois Colleges and Universities, both private and public institutions. A form of position paper regarding this importance issue was made to present the opinions of the directors. The behavioral objective is to examine narrowly the work of the beginning teacher and focus attention on defined skills and behaviors to be achieved. The development and use of behavioral objectives are one approach on the problem of making pertinent efforts on improving the teaching education.

There is now a considerable literature in capital theory dealing with "learning by doing" and with the question of the "embodiment" of technical knowledge of a given period in the capital goods produced in that period. There have, however, been relatively few attempts to examine these questions empirically, and hardly any work has been done on the application of these approaches to skill formation and education. This paper is an attempt to begin this work by drawing some empirical implications and then testing them with data from the U. S. Census of 1960 and the Canadian Census of 1961. It is clear that if workers in different age groups, but with the same number of years of schooling, are examined, an older worker will have had a longer opportunity to "learn by doing," but probably will have received a formal education inferior to that of a younger one. By assuming that formal education and learning by doing are complementary, and also that there are diminishing returns, it is possible to draw some firm analytical conclusions about the age-productivity profiles of people with the same number of years of formal education. But productivity as such is difficult to measure, and the translation of the results to age-earning profiles, by assuming that marginal productivity equals earning rates, requires the fulfillment of some strong conditions, for example, perfect competition. Instead, it was assumed that earnings were a linear function of productivity, which covers a wide variety of cases, including uniform degrees of imperfection. With this background, two results were anticipated in the age-earning profiles of each educational bracket, viz., (1) each would have a single peak, i.e., earnings would uniformly rise or uniformly fall, or rise up to a point and then fall; and (2) the rate of rise in earnings must fall uniformly over time (or the rate of fall in earnings rise uniformly over time). The U. S. Census of 1960 was used to calculate the age-earning profile for each educational group; the first result was verified without exception and the second with one minor exception. The Canadian Census of 1961 also confirmed the results without exception. However, some limitations of the study are also pointed out, and too much significance should not be attached to the empirical verification. The paper is mainly an attempt to marry two branches of economic thinking, and the empirical exercises illustrate one, but not the only, possible marriage. An incidental by-product of the study is the set of age-earning profiles from the 1960 U. S. Census, and some of the contrasts to be drawn between this and those of 1940 and 1950 are noted. [ABSTRACT FROM AUTHOR]

A sample of 107 subjects consisting of 29 blind and 78 sighted elementary and junior high school students in 2 local public schools and 2 residential schools for blind were tested for the effect of coarse and fine texture on their ability to judge the lengths of abrasive paper presented individually. It was predicted that the children would underestimate the coarse textures and overestimate the fine textures when stimuli were presented successively for tactual exploration. The results did not support the predicted bias in judgment of length; however, analysis of the errors to criterion in training supported the idea that texture consistently facilitated or interfered with making judgments of length. Implications for tactile displays in classrooms for blind are suggested. [ABSTRACT FROM AUTHOR]

The PRINCE Project is a multidimensional approach to understanding politics and putting that understanding to work in order to accomplish political goals. It relies heavily on a systematic approach to the study of politics. At the same time, it consists partly of devices which can be used by even the most inexperienced student so he can move to his own desired level of skilled political analysis. The approach is flexible enough to allow it to focus on politics at the international, national and local levels and can serve educational, research and policy-analysis functions. This article briefly describes the educational, research and policy-making activities that have been undertaken by the project in recent years.

The article presents a rational analysis of certain concepts and their associated phenomena of clinical and applied psychology. Catinuum is unuiterrupted extent such that adjacent parts which are barely difierentiable in space or in a spatial model exhibit the same class character but when parts are sufficiently non-adjacent they exhibit different class characters. The catemenison is a dimension which is indicated only by a set of ordered categorical phenomena. It informs that it seems that the catscale technique is applicable wherever rating scales or tests are applicable.

This paper makes a distinction between ‘opinion leadership’ and traditional leadership in the process of directed change in underdeveloped areas. Using the case study method, an attempt is made to demonstrate that each of the two types of leadership is suited to a specific situation. Using support from Max Weber's argument that the traditional leader is free to confer grace quite arbitrarily, the potentiality of this type of leadership as an instrument for social change is discussed. [ABSTRACT FROM AUTHOR]

Summary T his report is concerned with the validity of measures of physical proficiency for the selection of Air Force officer candidates and the relationships of physical proficiency measures to leadership and personality measures. This paper is one in a series describing the evaluation of members of two Air Force Officer Candidate School (OCS) classes by means of assessment techniques administered during a three and one-half day period at the beginning of each class. The results of this study indicate that measures of physical proficiency are moderately interrelated and yield a total score with satisfactory internal consistency. The total physical proficiency score correlated only slightly with OCS military grades (essentially peers'estimates of future officer potentiality) and not at all with the other criteria, which included a highly valid intermediate officer effectiveness measure. Relationships between the physical proficiency score and other assessment and personality measures indicate that the candidate high on physical proficiency is not unlike the stereotype of the 'all American boy'-extroverted, energetic, assertive, and socially poised. It is concluded that physical proficiency measures are probably of little value in selecting individuals for officer training or other programs requiring small group leadership behavior. [ABSTRACT FROM AUTHOR]

The article focuses on the teaching of science for the development of student's creativity. Creativity in science implies the ability to make a discovery in science though such information is already known to others. According to the author, to promote creativity, the science teacher should encourage students to identify and state the problems. The author emphasized that the ability of the pupil to design experiments to solve the problems which is defined by the pupil is another aspect of science creativity. The author's theory about selected teaching methods such as problem solving, open-ended experiments and research projects, if taught under given conditions can promote student creativity in science classes.

This article presents a study that discusses various issues related to the construction and validation of a test aimed at measuring various aspects of scientific thinking in the curriculum of the first year college physics. The study is based on various assumptions. These assumptions are: scientific thinking represents numerous components and independent abilities, the abilities associated with scientific thinking may have a relation with abilities measured by intelligence and factual information tests, and the abilities involved in scientific thinking can be measured by paper and pencil tests which are constructed in an objective form.

In Part I (Glover, 1965) it was shown that the model y+ C = a( x) could be used to describe all cases of learning in industry, whether of individuals learning a particular skill, or of complete factories learning to produce a new product. The development of the CULOG form of learning curve was discussed.
In the present paper consideration is given to the selection of trainees and a method of monitoring their progress so that the occurrence of "plateaus" of learning is minimised. [ABSTRACT FROM AUTHOR]

Published writers are motivated, knowledgeable, and skilled. So are many writers who don't get published. The differences between the two, the author proposes, are matters of kind rather than degree. and she suggests some practical ways of reducing those differences. The purpose of the article is twofold: to encourage more people to submit manuscripts to journals and to reduce the number of poorly written manuscripts submitted. [ABSTRACT FROM AUTHOR]

The article discusses the advantages of the use of cassette tape recorders in English as a Second Language (ESL) composition correction. Its effectiveness has been compared with that of the use of a regular composition check-list or marginal notations. This method has been referred to as tape grading. ESL uses tape grading in pronunciation and conversation classes. However its use in composition classes is questionable on many grounds. The first major concern is whether students would be able to understand the teacher's voice on the tape satisfactorily and coordinate it with the red marks on their papers. Although this method requires a great deal of oral-aural skills on the part of foreign students, they prefers it as it makes a more precise comment on the errors than the standard comments on the paper margins. Four reasons have been listed which make the use of tape recorder preferable over other voice recording devices. These are low equipment cost, low tape cost, availability of playback facilities and possibility of editing and reuse.

Focuses on the job of an industry supervisor. Involvement of knowledge in performing jobs; Skills necessary for the job; Attitudes required for the job.

A naive subject, either a leader or a non-leader, was placed in a group with three paid participants. These accomplices supported the subject in the first session, and withdrew this support in the second. The theoretical position of this paper maintained that what is commonly referred to as "leadership ability" is a complex. series of learned responses. It further maintained that individuals who have had the ability and opportunity to learn these responses, i.e., leaders, would have characteristically different attitudes, perceptions and behaviors than would individuals who did not have these responses in their repertoire, i.e., non-leaders. These characteristically different reactions to a group should manifest themselves both in situations where the individual is supported by the group and where he is rejected by it, and should also manifest themselves in differential behavioral changes between the two situations. The subject's behavior was recorded during the experiment and a questionnaire was administered after each session. A series of predictions were made, based upon the theoretical position just described. The results obtained tend to indicate the following differences between leaders and non-leaders in regard to perceptions, behaviors and attitudes. [ABSTRACT FROM AUTHOR]

This paper reports an investigation of the relationship between the perceived ability of a group to satisfy the needs of its members and the acceptance of that group as a reference group. Subjects were 146 male freshmen at a municipal college, and data was obtained by means of questionnaires. While all hypotheses were supported by the data, they seemed to indicate that the absolute level of the ability of a given group to fulfill the needs of its members is more significant than its comparative standing in this respect in relation to other membership groups. The data were also interpreted to suggest the operation of a general personality tendency, evidenced by the comparative importance assigned to one's needs, in association with a tendency to the ready acceptance of a new group as a reference group. [ABSTRACT FROM AUTHOR]

This paper reports observed differences in group Rorschach records as between a number of candidates appearing before an officer selection board who were recommended for officer training, and a similar number of candidates appearing simultaneously who were rejected as officer material. Since the Rorschach records were not employed in the appraisal of each candidate, these differences may serve to indicate the possibility of achieving such a screening by means of this particular form of the group Rorschach technique and may suggest aspects of the Rorschach records which differentiate leaders from non-leaders. This latter possibility must depend largely upon the rationale of operation of the board and upon the assumption that in identifying acceptable and unacceptable candidates the board actually identified leaders and non-leaders. The criterion of this study is therefore whatever concepts of leadership and selection the board operated with. These are discussed in some detail. The procedure is then described and the following findings are outlined. The selected leaders seem to: (a) give more responses-a tendency generally claimed to be correlated with higher intelligence and apparently, by itself, of little significance otherwise; (6) give more human movement responses which are supposed to suggest mature intellect and cultural interests; (c) give more textural responses which are said to imply some capacity for social contact; (d) give more FM + m, i.e., animal and inanimate movement responses which is said to suggest a basic introversion but also represents a toning down of the intellectualization represented by the human movement responses and a capacity for what Bochner and Halpern call "unsophisticated contacts and a general zest for life"; (e) give more achromatic responses which supposedly suggest a capacity to assume a role fitting in with the requirements of the situation. No attempt has been made to give meaning to the pattern of scores obtained from Margulies' study. [ABSTRACT FROM AUTHOR]

Current estimates of the contribution of education to economic growth have been questioned because they ignore the interaction of education with ability. Whether the neglect of ability differences in the analyses of the income-education relationship results in estimates that are too high was considered in an earlier paper by one of the authors (Griliches 1970), and a negative answer was conjectured. In this paper, we pursue this question a bit further, using a new and larger body of data, Unfortunately, a definitive answer to this question is hampered both by the vagueness and elasticity of "education" and "ability" as analytical concepts and by the lack of data on early (preschooling) intelligence. [ABSTRACT FROM AUTHOR]

The effect of monopsony in the labor market on wage levels is an empirical question. The most convenient place to test the usual micro theory hypothesis is within a regional industry where skills and nonmonetary job aspects are similar but the degree of regional market concentration varies widely. The test is most convincing when the skill level of the job is high and cross elasticity of supply between this and other occupations is low. This paper attempts to demonstrate the effect of monopsony in the market for public school teachers. In this paper, economists seek to add to this growing body of knowledge by investigating the effect of monopsony power of local school districts on the determination of teachers' salaries. The basic hypothesis behind this test is that competition in the market for teachers should result in higher salary levels and conclude that local school districts do compete strongly with each other for first-year teachers. As a result, salaries of teachers are lower where districts are few and large in a given metropolitan area and salaries are higher where many small districts compete for teaching personnel. This conclusion seems to one to imply that taxpayers may stand to gain and teachers may stand to lose, in the event of a major move to consolidate urban school districts.

The emphasis in the title of this paper is not on "leadership process." The word "process" calls attention to the interplay of factors in a total situation. The situation is fundamental and in all cases makes the leader. This is obvious in everyday life and in history. The Adolf Hitler's and the Benito Mussolini's are made by situations and they can be understood only in terms of those situations. Their characteristics are indicative of times in which they live and situations of which they are a part. Groups do not act because they have leaders but they secure leaders to help them to act. Leadership study calls for a situational approach this is fundamentally sociological, not psychological. Leadership does not reside in a person. It is a function of the whole situation. The situation calls for certain types of action, the leader does not inject leadership but is the instrumental factor through which the situation is brought to a solution.

The "off-the-top" findings of the air-defense experiments conducted in RAND's Systems Research Laboratory between 1952 and 1954 were the training principles that are the basis of the system training program being implemented by the System Development Corporation. There are, however, other theoretical and methodological implications. The desired performance of complex systems can be realized only through designing and managing them for operational flexibility. This can be done by harnessing the learning ability of men in organizations. Conditions for encouraging men to adapt system's resources to most efficient use follow from the organism analogy--a key notion for explaining the behavior of the four crews studied. In addition, the simulation techniques developed in the course of the research provide a means for continued "head-on" attacks on a crucial problem of the present day--that of better understanding the adaptation process in organizations, so that it can be used and controlled. The paper is in the form of a report of a scientific search. The story of experimental mistakes, modifications in method, and successive insights is presented to convey the essence of an ambitious investigation at the frontier of knowledge where the terrain is not well-mapped and the research tools are being developed as needed. [ABSTRACT FROM AUTHOR]

The present paper briefly explores the association between a nationally derived scale of socioeconomic status and the variables of prestige, reward, skill, and functional importance as they were measured and employed by Lopreato and Lewis. These authors suggest that prestige is a "fulcrum variable." It is assumed that prestige has some common underlying features in relation to other variables such as reward, skill, and the functional importance of occupational roles. The investigators also suggest that prestige is the best single measure of this factor. The purpose of the present exploration is twofold. An attempt is made to assess the probable influence of the restricted sample which the investigators employed. Their findings will be evaluated by correlating the prestige ranks which they obtained with the ranks which can be derived from the Duncan Socio-Economic Index. Secondly, the ranks obtained from the Duncan Socio-Economic Index will be correlated with the Lopreato and Lewis ranks with regard to reward, skill, and functional importance. [ABSTRACT FROM AUTHOR]

This paper has two major purposes: (1) to present more detailed information than has been previously reported (Schneider & Bartlett, 1968) on the initial development of a measure of organizational climate; and (2) to explore a number of issues surrounding the question: who's view of an organization's climate do you use? [ABSTRACT FROM AUTHOR]

Studies of the effects of individual characteristics upon memory typically are concerned with the selective learning and forgetting of particular details of the original stimulus complex. Relatively little attention has been given to the question of possible reliable individual differences in the degree to which any detail is likely to be forgotten regardless of its semantic content. The purpose of the present paper is to inquire into the reliability of individual differences in leveling tendency, and to examine the relationship between leveling and various personality factors presumed to affect perceptual-cognitive style. The present hypothesis is that individuals indicating a preference for simple phenomenal experiences on this scale have relatively strong leveling tendencies. Leveling in the design recall task was significantly associated with leveling at the story recall task, indicating reliable individual differences in general leveling tendency. Furthermore, as predicted, individuals preferring simple rather than complex experiences tended to have high general leveling tendency scores. The Low-Complex individuals also tended to be highly ethnocentric, but the ethnocentrism measure was not significantly associated with leveling.

The article examines whether the knowledge, skills, and attitudes required for casework and group work practice are so much alike that the present distinctions in education and practice have become outdated. It is opined that both casework and group work draw upon the same body of basic professional knowledge, share the same values and attitudes, direct their helping efforts toward essentially the same social ends. However, there are substantial differences in the range and types of activities carried by group workers, and some of these activities, perhaps, reflect the faces of education and recreation more clearly than the face of social works. The complexity of the group worker's job, which frequently includes in one and the same assignment service to individuals, suggests a combination of learning experiences in the educational program that would have a different configuration and emphasis than those provided for cases workers. In the author's opinion, new dimensions in casework, group work, and community organization practice will inevitably affect the future of social work education.

This article discusses statistical trend relevant to the measurement of mental ability. These are item analysis, reliability, norms, and prediction and classification. According to the author, during the past three years there has been not only the development of some new indexes of item characteristics but also the preparation of critical and expository papers on existing techniques. Criticisms have been made regarding the overemphasis upon test development relative to the use of empirical criteria at the exclusion of consideration of psychological theory as a basis for the explanation of the empirical relationships.

The article presents information on the structure of beliefs among leaders and the public. This paper focuses on one important hypothesis as to how leaders and the public differ in their beliefs. Although the leader-follower distinction might at first glance be taken as an indication that society is divided into two groups, a better perspective is of a continuum of differing involvement, knowledge and concern with political affairs with leaders and followers representing the poles. With governments that emphasize leadership's responsibility, with the movement toward modernity in developing countries impelled primarily by Western-trained leaders and for many other reasons differences among leaders and their publics are important to people. Scholar Philip Converse hypothesizes significant differences between belief systems of persons of varying degrees of education and political involvement. They differ in the degree of constraint between the various elements in their belief systems. While the concept of constraint is operationally simple, derived from the statistical concept of independence, it is conceptually elusive.

This paper provides a method for linearly combining skill classes so that the number of classes required to describe a skill distribution is minimized. The principal analytical device is that of distinguishing between skill classes and the characteristics of persons in a class. The distinction suggests that skill distributions may have redundant classes and, if so, the wage of laborers in the redundant classes will be linear combinations of wages in other classes. On this premise, the structure of wages by years of school completed is examined across states, showing that for the eight Census schooling classes, wages in three (1-4, 12, and 16 or more years of schooling) account for 99+ percent of the variation in the five remaining. Based on this evidence, it is argued that the schooling distribution can be approximated using three classes only. [ABSTRACT FROM AUTHOR]

The article presents comments of the author on the paper "Earning Profile: Ability and Schooling," by John Hause. Hause's paper is addressed to the perplexing matters of how to disentangle effects of ability and schooling on worker earnings and of the effect of ability on earnings over a worker's lifetime. His emphasis on "ability" and schooling as determinants of earnings is surely not intended to deny that other variables also affect earnings — or to deny that these other variables may also interact with ability and schooling level — but he barely touches on other variables or the possibility of interactions. Instead, Hause chooses to include in his regressions a variety of background variables, such as father's education, religion and marital status. The a priori relevance, however, of each of these variables to the problem at hand — the ability-schooling nexus — is by no means clear. When Hause examines the relationships between ability and earnings within schooling levels, he is estimating regression coefficients under the implicit assumption that other determinants of earnings are uncorrelated with the included ability, schooling level, and background variables.

This article discusses the rise and decline of areas of specialization in sociology. There are two predominant explanations for the choice of persistence of professional interests in the scientific community. The first explanation is the more prominent and may be referred to as professionalization. This term commonly implies a shift in values in which the professional becomes less concerned with the opinions of laymen and more concerned with the opinions of his tutors and peers. The second explanation for the choice and persistence of professional interests in less deterministic and provides for an interchange of forces in the process of professionalization. In this case the novice, is both actor and reactor, initiating and negotiating change. The dialectical process of professionalization is more applicable to the current academic scenario that is the indocrination-conformity model of professional socialization for two reasons. First, change in society is evident and is having an impact on sociology. Second, evidence of change within sociology seems to be mounting. The basic question in this paper is to ascertain how sociologists currently define their own professional interests and to what extent they have changed their interests over time.

This article presents information related to the book "Information in industry, A Review." This is a collection of papers on various aspects and functions--and the book makes abundantly clear just how various they are--of procuring information and organizing it for use. Not the least of the services the book performs is to emphasize some facts frequently obscured by enthusiastic anticipation of great information centers, total coverage and electronic control: that information and communication are a matter of people, their skills and talents and of the need for good management of both.

The article presents a study on the ability of a student to balance a chemical equation in Florida. The methods of testing the ability of the student to balance chemical reactions by the utilization of multiple choice is presented in this article. A method called the sum of coefficients was used to measure the student's abilities. After the examination, the author became aware of certain types of errors that were negating the validity of the test scores. The details on the experiment which was designed to determine whether the errors were actually significant part of the student's grade was presented.

The article analyzes the function of women sociologists at conventions. The manifest functions of sociology conventions are (1) to present scholarly papers, (2) to discuss the profession's business, (3) to exchange job information, and (4) to hear about the activities of other departments. The convention's latent functions include seeing friends, gossiping and assessing one's status, i.e. finding out if one's stock is rising or falling on the professional market. A female sociologist is uniquely qualified to meet the psychic and intellectual needs of the male conventioneer. Study upon study has shown that the woman generalizes her role in the family of socio-emotional leader, to other institutions. As a colleague, the woman sociologist is a task expert who has been trained to participate in the same world of ideas and research as her male counterpart. She can understand and judge the worth of an idea or a piece of research. She can also reward achievement. But as a woman, she has learned how to distribute love, support, encouragement and other expressive verbal rewards. It is this combination of proven ability in the expressive area coupled with instrumental skills, which places such a premium on interaction with the female sociologist.

This paper reports an attempt to explore the relationship between the abilities of some ex-Secondary Modem boys and the degree of selectivity to which each had been subjected in being allocated to a non-selective school. It was found that the correlation with arithmetical ability was positive (0.521) whilst the correlation with verbal ability was negative (-0.382). Two possible reasons behind the discrepancy between the correlations are discussed: the pattern of ability found in the sample studied and differential experience of secondary education according to selectivity conditions. It is tentatively suggested that the findings indicate a wastage of arithmetical ability. [ABSTRACT FROM AUTHOR]

In this article, which is abstracted from a paper delivered at the 1931 meeting of the British Association, Dr. Myers discusses the influence on output of such factors as the size of the output-unit and the introduction of rest pauses and changes of work. He makes a distinction between practice and training, and discusses the effects of practice and training on skill and the 'transfer' of training. Other points with which he deals are the existence of types of intelligence, the relation between interest and ability, the testing of temperamental traits and their influence on industrial efficiency and on liability to accidents. [ABSTRACT FROM AUTHOR]

The two parts of this article are based on papers read before a recent meeting of Members of the Institute. Dr. Macrae points out that, although a child's 'leaning' towards a particular occupation should never be disregarded, it cannot be considered as an infallible sign of suitability. The child's knowledge of the demands of the occupation may be slight; the appeal of the work may be to only one aspect of his nature; or the occupation, although suitable from the temperamental point of view, may demand intellectual qualifications which he does not possess. Mrs. Milner deals with some of the subtler problems of real-adjustment. Lack of satisfaction in work is not always due to unsuitability of the occupation to the individual's capacities. Interest in work is bound up with 'morale' or self-respect, which is dependent on a complex relation between a person's capacities and his idea of these, his achievements and his ambitions. To reconcile conflicts in this sphere is one of the fundamental problems of vocational guidance. [ABSTRACT FROM AUTHOR]

This paper measured subordinates' perceptions of their leaders' ability to use different leadership styles. Subjects were 124 middle and first level supervisors from accounting and R & D departments in the United Kingdom. The results indicate that subjects did not believe that their supervisors would either use the same style (irrespective of what style) or randomly employ styles to deal with four typical but hypothetical problems. These results persisted when respondents were subdivided on the basis of both organizational level and functional area. Some evidence suggests that perceived patterns of style usage may be associated, at least in the mind of subordinates, with the general task dimension, interpersonal-technical. [ABSTRACT FROM AUTHOR]

The article concerns with an investigation of the role of the ability factor (aptitude and previous achievement) in the academic achievement of students at the university level. It was hypothesized that aptitude and achievement measured by test scores and high school grades, both individually and in combination, would be significant predictors of first year college Final Grade Average, and also individual subject grades. A further purpose of this article was to compare the college academic achievement of males and females. In a survey of the literature from 1950-1959, social scientist observed that women generally attained better grades at college than men. The results of this survey indicate that the best single predictor of the first year college Final Grades Average was the Grade 13 High School Average for both the Male and Female samples. The next best predictor of Final Grade Average for the Male and Female samples was Sequential Tests of Educational Progress Reading. This result reinforces the notion entertained by many educators that the most essential skill for all aspects of academic achievement, is reading.

This paper is based on part of a thesis approved for the degree of M.A. in the University of London (March, 1952). The research was conducted in the Psychological Department of Birkbeck College under the supervision of Professor C. A. Mace. [ABSTRACT FROM AUTHOR]

Dr Biesheuvel is Director of the National Institute for Personnel Research, South African Council for Scientific and Industrial Research, Johannesburg. In this paper, which contains the substance of a contribution to a symposium on ‘Individual Differences in Ability and their Implications for National Policy’ at the Fourteenth International Congress of Psychology, held in Montreal in June, 1954, he comments on problems, policies and recent practices in the Union of South Africa. [ABSTRACT FROM AUTHOR]

A shortened form of a scale of social responsibility constructed by Gough, McCloskey, and Meehl was administered to a sample of 500 Ss ranging in age from 20 to 70. Ss were divided into 10 five-year age intervals. Mean scores for these intervals show a statistically significant trend to increase until the middle fifties and thereafter show decline. The magnitude of the raw score differences, however, is within such small limits as to question the practical significance of these age changes. Modest positive correlations are also reported between the measure of social responsibility and measures of intelligence, rigidity-flexibility, and length of education. [ABSTRACT FROM AUTHOR]

With the spread of automation it is becoming more important and at the same time harder to assess the effectiveness of training--never an easy task at the best of times. The author of this paper, originally presented to the meeting of experts on automation convened by the I.L.O. in Geneva in March 1964, outlines the new types of skills demanded by automated processes, discusses various criteria that can be used for evaluating training programmes and techniques, and, noting that both industry and outside institutions have specific contributions to make. to a training policy adapted to the particular conditions imposed by automation, suggests ways in which the gap between institutional and in-plant training could be closed. [ABSTRACT FROM AUTHOR]

The wealth of a nation is greatly influenced by the quality of its labor force and this in turn depends upon the propensity of each individual to make the best use of his abilities and to improve himself through learning. To induce changes in these individual investment decisions is a basic target of economic policy. In this article the author examines the educational and occupational choices of graduate students in the natural and social sciences. Working hypothesis is that in making these choices, students attempt to maximize the present value of lifetime earnings. The main purpose is to test whether this hypothesis is, in fact, consistent with the actual choices of scientists. The first part of the article restates briefly the conventional theory of investment in human capital and its empirical implications in a certain world with perfect capital markets. The second part derives estimates of wage functions in different scientific fields. These estimates are then utilized to calculate rates of return and the life time earning streams which are associated with different types and levels of graduate education. The last part of the paper is an attempt to relate the observed choices of graduate students to lifetime earning differentials across fields.

Possibly the successful treatment of able students in economics has the same basic characteristics as successful treatment of able students of architecture, of chemistry, or of history. Also, the students not classified as especially able have needs very much the same as the gifted. However, is with those whose unusual ability in economics has been recognized. If the findings have general application, so much the better. No definition of the able student is contained in the terms of reference. Genius appears in startling variety, even within a given field and perhaps one of the most valuable aids to any learning person is whatever makes it possible for him to recognize the nature of his abilities and his limitations. One have to start with the assumption that the methods which may be rated as successful are those which give evidence of having further stimulated the imagination and mental energy of the student, and of having increased his ability to observe, explore and analyze economic phenomena.

Early skill is dependent upon the initial arousal of an intention, specifying an end state and containing minimal directions concerning means. Activated intention triggers constituent acts that are clumsily organized to achieve a desired end state, often with initial organization showing a preadapted pattern. Feedback shapes initially awkward patterns so that less attentional capacity is required. Further task analysis is made possible and more evolved directed action is constructed of previously constructed sequences now organized into higher- order arts. The role of play and modeling in the organization of constituents for task completion is explored. [ABSTRACT FROM AUTHOR]