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Recent publication of a seminal paper analyzing variation in upward and downward mobility rates should alert social scientists to the possibilities for quantitative research in this intricate field. Like most trail-blazing papers, the analysis is subject to evaluation and a critical analysis at this point may stimulate further profitable research. The comments on the cover five problems. Although it is said that the upward and downward mobility rates used in the paper now under discussion classify farmers as manual workers, this rule is not easily followed. The top panel groups those nations in which the original data, reported farm sons and fathers separately from urban workers. Four studies did not separate farm from urban workers, but placed farmers in a low prestige category. It was decided to use all available nations by including farmers and grouping them with non farm workers. However it is difficult to use the same data and compute mobility rates identical to those obtained especially broken out in the original data. The efforts to reconstruct the identical data resulted in six different upward and six different downward rates.

The focus of this paper was the exploration of "visibility" as an operative variable in the interaction situation, where "Visibility" is defined as a property of the perceived and represents the "accuracy" with which the perceived's ranking of the group members on certain qualities was predicted. The visibility scores were examined in relation to one another and in relation to several other scores which were considered pertinent. These scores came from four sources: (a) The Post-Meeting Behavioral Characteristics Form, Rankings; (b) The Behavioral Characteristics Form, Ratings; (c) An Interaction Process Analysis (as revised by Borgatta) of the discussion sessions; and (d) The Guilford-Zimmerman Temperament Survey. The reported sample consisted of the 138 subjects who successfully completed all of these tasks. Each of 35 five-person groups, consisting of male college sophomores and juniors, and composed on an ad hoc basis, met for one 80-minute discussion session. One of the tests administered at the end of the session was a Perception Test, consisting of three questions which had been selected so as to represent orthogonal content areas. These were called "Friendliness," "Assertiveness," and "Intelligence." On the basis of this test, each individual received two Visibility scores in each of the three areas. These were (a) "Self-Image Visibility"-the accuracy with which the person's ranking of himself is predicted by the other group members; and (b) "Other-Image Visibility"-the accuracy with which the person's rankings of the other group members are predicted. The major findings may be summarized as follows: 1. There is some general characteristic of "visibleness" that does operate regardless of either content or the frame of reference of the perceived. 2. At the same time, however, both content and frame of reference of the perceived do affect visibility to an important degree. Self-Image Visibility was at all times higher than Other-Image Visibility. As a rule, visibility was greatest in the "Assertiveness" area, and lowest in the "Friendliness" area. Most visible, however, was the Self-Image of "Intelligence." 3. Visibility was generally most highly related to items clustered around some characteristic of assertiveness and activity. The more visible the content area, the greater was the number of these relationships arising. [ABSTRACT FROM AUTHOR]

Discusses Brookings Institution's program to help teachers in the field of discussion in Washington, D.C. Aims of the institution; Specialized discussion techniques conducted in annual seminars; Discussion of national and international affairs.

Identifies specific attitudes and rules that represent mores of methodological discussion among American geographers, and analyzes and determines the validity of each of these. Evidence from published literature, discussions and correspondence; Question about the desirability of serious criticism.

Investigates the hypothesis that the quality of a group's decision is positively related to the participants' abilities as reflective thinkers in light of the assumption that reflective thinking is essential or at least desirable in problem solving discussion. Procedure followed for the formation of the discussion groups; Nature and assignment of problems to be studied, discussed and solved by the groups;

Focuses on the U.S. President Franklin D. Roosevelt's talk with the people of the U.S. Chronological list of the talks of Roosevelt with their titles; Talk with the people of the country on banking; Discussion on the plan for reorganization of the judiciary.

Details the formulation of a group observation project for education in the U.S. Limitation on the initiative and imagination of the students; Diagram on the flow of discussion; Evaluation of leadership.

Part II. Describes the laboratory method of discussion training at Kansas State College. Frequency of use of discussion in the informal and semi-formal private setting; Skill development in discussion; Information on discussion content versus process.

The article presents the discussion of the atomic energy control working committee in April 1947 under the chairmanship of Alexander Cadogan of the United Kingdom which started with the amendment of the Soviet Union which provides supervision and inspection to the international agency. The Soviet Union accepted the proposed safeguards except for the management that administers the plants and laboratories by the International Control Agency. The atomic energy control was agreed to be exercised from the mine to the final atomic energy plant but the permission to make aerial surveys was rejected.

Presents several models of teaching for large lecture classes in speech courses. Role of the instructor in the linear-one-way process; Construction of messages from information within the communication environment; Information on discussion groups.

Presents the goals, materials, process and results of discussion-oriented examination technique. Goal of examination technique to involve class members in a discussion to which they had some affective commitment Use of twenty-question multiple-choice examination based on readings completed for course Creation of discussion occasions for the purpose of evaluating the tool used by re-organizing the class into groups.

With the use of Discussion Groups for introductory sociology courses, this investigation traces the development of agreement among group members as to which students in the group are Friendly, Assertive, and helpful in Aiding Group Discussion through thirteen 50-minute sessions. Degree of agreement, as measured by Kendall's W, was taken as a measure of the degree of crystallization of informal role structure. For both of the instrumental roles, Assertiveness anti Aiding Group Discussion, agreement increased through time. Agreement on Friendliness did not increase. Further evidence supported the notion that either the development of affective "cliques" or the performance of affective functions in dyads accounted for this lack of agreement, rather than any absence of affective behavior. [ABSTRACT FROM AUTHOR]

A field-training program designed to teach human-relations skills to potential Peace Corps volunteers exposed trainees to the culture of an American Indian group and provided them with the structure of small-group discussion for exploring personal reactions day by day. Ninety-five per cent of the trainees made favorable judgments about both aspects of the human-relations program. Reports from overseas a year later underscored the contact with Indian cultures as the most effective part of the entire training program. [ABSTRACT FROM AUTHOR]

The article reports the findings of a study that evaluated leaderless group discussion (LGD) as a vocational assessment technique, specifically in terms of the relationship between objective measures of participation and observer ratings. LGDs were held, using open-end questions relevant to the age level of the participants as the initiating stimuli. Groups consisted of five subjects seated in random order at tables arranged in a semicircle. No firm friendship bonds existed in the groups prior to the assessment experiences. The results indicate that observers give higher ratings to participating members on scales reflecting contributions of ideas and information and of policy and decisions; on the Guilford scale ratings of active, dominant, and sociable; and for the three graphic scales reflecting verbal contribution, emotional affiliation, and social adjustment. Finally, the results suggest that ratings are made on the basis of what is not done, and that when performance meets or exceeds a preconceived level of expectation, ratings reflect individual halo.

Members of 17 psychotherapy groups were asked to rank all their colleagues on five criteria selected for their relevance to status structuring: leadership displayed, contribution to group discussion, dominance of discussion, popularity in the group, friendliness shown to members of the group. Except for Friendliness, men and women did not differ in their mean group assigned ranks, nor in their accuracy of judging the ranks of other group members. Men made smaller absolute errors than women in evaluating their popularity and also their contribution in groups of mixed composition. Absolute errors gave no evidence of a general tendency to misperceive one's own status, nor did the sexes significantly differ in respect of them. Errors of self assessment differentiated into over- and under-estimation, however, do suggest the operation of a general factor of misjudgment, which manifests itself in men in a direction opposite to that in women. Men tend to overestimate their status, women to underrate it. These trends were in evidence whether groups included representatives of both sexes or were homogeneous in their sex composition. Leaders and those ranked highest on other criteria are not better judges of sociometric ratings than others, nor are they more confident about their - own status. Top rankers follow the same differential trend in misperceiving their position as do those lower down the hierarchy, except that sociometric stars are less confident about their friendliness ratings and those of them who are women also about their popularity. The findings are analyzed in terms of norms characteristic of two classes divided according to sex, and some behavioral correlates of self confidence and diffidence are suggested. [ABSTRACT FROM AUTHOR]

1. Two group discussions were held, each group consisted of subjects who were well known to one another. The subjects discussed their preferences for the pictures provided. They were asked to rank these pictures before and after the discussions. 2. No general increase or decrease in agreement within Group A was observed as a result of discussion. Group B however showed a small but significant increase in agreement between all subjects after the discussion. 3. Not all the subjects were equally affected by the discussion. Some of the subjects had considerably more influence on the remainder than others. Differences in the roles played by the subjects during the discussion were found to be reflected in the changes which occurred as a result of it. 4. A further analysis of the results showed that the extent to which one subject influenced another depended among other things on the timing of remarks rather than the quantity, and on whether the subject usually asked questions or more often answered them. 5. The sort of changes in opinion which came about through discussion were found to depend on the emotional tone of the discussion rather than on the initial disparity of opinion, and on the extent and nature of the changes in individuals each of whom responded differently. [ABSTRACT FROM AUTHOR]

This investigation sought to discover, through a phenomenological approach to personality, whether the emerged leader of an initially leaderless group discussion had a different way of seeing himself than the person who did not attain high leadership status. It was hypothesized that differences would exist and that they could be ascertained by the conceptual matrix method. The latter was defined as "a learned perceptual system functioning as an organization of the expressed perceptual field and composed of the phenomenal self, the phenomenal not-self, and the lines of relationship within and between them" (7). Subjects were nine sorority girls who attained the highest discussion status and nine who attained the lowest discussion status in their respective 7-member discussion group. Each subject was interviewed for one hour; each interview was tape recorded. Interviews were subjected to a conceptual matrix analysis. Results showed that leaders expressed a significantly greater number of response units which suggested a greater tolerance for exposing the phenomenal field. This was interpreted to mean that nonleaders experienced more threat and as a consequence a restriction of their phenomenal field took place. This is in accord with other phenomenological studies. It was further proposed that status differences on the LGD might be due to the same phenomenon. Significant differences between leaders and nonleaders were also found on tone. Leaders perceived more favorable affects when talking about themselves, their affect on others, and others' affect about the world than did nonleaders. Nonleaders were higher in negative tone than leaders. In the interview situation itself, leaders demonstrated greater flexibility in regard to subject matter, attitudes, and beliefs. [ABSTRACT FROM AUTHOR]

This article presents a study on sex, love and marriage questions of senior nursing students. The data for this study was collected from groups of senior nursing students who were taking their affiliation at the New Jersey State Hospital at Greystone Park. The girls were in their third year of nursing and had been at this mental hospital for several weeks prior to their participation in the round table discussions. They were told, several days before the discussions were held, that they were to meet with the director of the Mental Hygiene Clinic, and that they were free to ask him any questions that were on their minds, especially those they would hesitate to discuss with their parents or teachers. These questions were to be dropped anonymously into a closed question box, so that identification of individual questioners would be impossible. Questions were collected in this manner from 50 different classes of nursing affiliates who were at the hospital from 1942 to 1946. All told, over two thousand affiliate nurses were included in these classes. Every question was discussed at a round table meeting, and then was filed for future reference.

Focuses on a study on the comparison of three techniques for communicating a problem solving pattern to members of a discussion group. Importance of systematic and logic pattern for problem solving; Role of designated leader in discussion pattern; Comparison of chart presentation with oral presentation pattern.

Focuses on the experimental studies conducted to determine the motivation factors in group discussion. Details of the procedure involved in the group task experiment; Measurement of the discussion outcomes; Analysis of various factors in the post-discussion scores obtained from the experiment.

Focuses on the index of agreement which is an experimental method for measuring the outcome of group discussion. Mathematical formula to find the index of agreement; Derivation of the formula; Statistical significance of a single index of agreement; Significance of difference between two indices of agreement.

Presents an experimental study of the effects of training in the recognition and formulation of goals upon intra-group cooperation. Difference between a competitive and cooperative situation; Features of the training procedure designed to develop insight into the functioning of goals of the discussion; Experimental hypotheses set up to test the training procedure.

Presents an experimental study to examine the individual's self-concepts of communication skill and performance in small group discussions. Aspects of communication of an individual assessed in the experiment; Scales developed to measure a person's evaluation of his own ability as a speaker and as a listener; Method to determine relationships between questionnaires and group performance.

Cites a study of factors considered by students in evaluating public discussions. Constituents of effective public discussion; Exclusion of thought and delivery from criteria for public discussion.

Presents an experimental study to determine the effects of group discussion upon the attitudes of college students towards social problems. Definition of group discussion; Features of a typical act of thought; Significance of discusion in learning groups as an educative method; Value of discussion as a policy-determining technique in communities, boards, and other such groups.

Focuses on the use of sensitivity training in teaching group discussion. Problems with the application of sensitivity training techniques in the discussion class; Ways to provide an atmosphere in which effective tools can be created and perfected; Techniques used in sensitivity training.

Focuses on the use of the concept of pedagogic space in teaching discussion in a speech class. Definition of pedagogic space in discussion; Topics emphasized in the approach; Significance of conforming to task-oriented small groupings.

Focuses on processes involved in phenomenological approach to discussion. Origins of phenomenology; Definition of phenomenology on the basis of six premises; Practical implications of phenomenology in improving human relations; Goals of phenomenological approach in teaching discussion.

Focuses on problems and solutions in teaching group discussion. Preparation involved in group discussion; Quality of conversation; Problem with the use of stereotyped analytical procedures.

Presents a proposal for contest group discussion based upon the observations of the format employed by the Western Conference Debating League Annual Student Congress at the University of Alabama on April 2 to 4, 1959. List of major criticisms of contest discussion; Advantages of the symposium-forum-discussion contest.

Describes the Agree-Disagree Discussion Guide. Parts of the guide; Examples of Agree-Disagree Guides which have been used in different types of situations; Steps in the use of the guide.

Part IV. Examines the use of the case method in college discussion classes. Extent to which college teachers use the case method; Important values and limitations of the case method that teachers consider; Evaluations which students place upon the case procedure.

Part III. Evaluates the performance in the discussion course at Ohio State University. Average classroom time per week; Number of students; Example of a student's record sheet.

Part I. Provides some thoughts on the teaching of discussion at the University of Minnesota. Selection of the topics to teach; Kinds of insights, skills and attitudes that should be emphasized in the basic discussion course; Activities and teaching procedures through which such skills may be developed.

Presents some observations on high school discussion. Factors that affect an effective discussion; Reasons for the errors committed by educators regarding discussions.

Reviews several articles about speech which appeared in various periodicals. 'A High School Staff Examines Its Program,' by Mildred A. Amend; 'Creative and Formal Dramatics,' by Marie Dienesch; 'Gaining Emotional Maturity Through Group Discussion,' by H.S. Bankston.

Details an explanation of the panel forum as a first assignment in the secondary school speech fundamentals class. Activities for the first day; Description of how the panel discussions should be conducted; Benefits of the panel forum as an assignment.

Four related models of participation in group discussion are presented and compared in the accuracy with which they predict proportional participation, mean run length, mean recurrence time and the variances of runs and recurrences. For some quantities, such as proportional participation and mean run length, the most restricted model does virtually as well as the least restricted model; for other quantities it does not; None of the models does a good job of predicting variances of runs or recurrences. [ABSTRACT FROM AUTHOR]

Outlines a teaching framework to reconcile the differences in practice and provide maximum learning values for students. Analysis of the assumption that discussion is a tool to be used for effective citizen participation in a democratic society; Roles which must be played for effective teaching of discussion; Essential elements in the process of discussion; Conditions for learning.

Presents a study that examined the influence of style moderation on the outcomes of discussion. Method of the study; Results and discussion; Conclusion.

Analyzes the graphic techniques for evaluating discussion and conference procedures. Significance of using short lines and arrow on the quantification of discussion efforts; Methods to measure quantity and quality of student participation in discussion activities.

Focuses on discussion literature published as of February 1953. Stress on improving communication in literature; Content of majority of discussion literature; Range of speech texts available for classroom teachers.

Focuses on the status of experimental research in group and public discussion as of February 1949. Extent of experimental research in discussion; Number and types of subjects used in discussion research; Aspects of discussion experimentally studied; Topics used in discussion research.

Suggests a method of recognizing and of formulating problems as a way of improvement in group discussion. Development of five operations or aids that may assist in the clarification and formulation of problems; Possession of a goal in the form of a drive; Determination of the nature of the topic; Classification of all related facts, opinions, judgements.

Analyzes the public discussion programs in Japan. Importance of public discussions in establishing democracy; Impact of public discussions on the people.

Focuses on the intellectual and emotional sanctions forming the base of appeal in public discussion. Categories of political presuppositions of public speakers; Channels for the movement of legislation of public interest in the United States.

Discusses the contribution of Socratic method of dialectics to modern group discussion. Difficulty in appraisal of the dialectic of Socrates; Definition of dialectic in Socratic sense; Identification of principles common to Socratic dialectic and modern group discussion.

Defines discussion as a generic term in which individuals express themselves on the nature of the problem at hand. Consideration of progressive attitudinal stages; Classification of problem-solving situations; Assumption of unity in policy making.

Examines the work that is being offered in speech curricula in the United States that conforms with the conference method and the discussion technique, which have become the accepted patterns for public discussion and the determination of collective action. Incidental teaching of discussion techniques; Outline of a course that integrates argumentation, discussion, and debate.

Discusses the teaching of fundamentals of speech through group discussion. Importance of speech training; Textbooks used; Extent to which an individual has acquired the attitudes and habits of scientific thinking.