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An attempt was made to ascertain what type of verbal interaction behavior manifested by a group given a problem in curriculum development affects the quality of the product. Thirty ad hoc groups, selected randomly, were given curriculum development tasks to solve. Curriculum Guide Form (CGF) and Bales' Interaction Process Analysis (IPA) were used to collect data about the groups' behavior. Four interaction behavior variables were selected from the data: Social-Emotional Positive, Social-Emotional Negative, Task Oriented, and Decision Making. Data indicated that the more groups showed a positive social-emotional climate, the lower the scores on the product solution. That is, groups emphasizing task oriented verbal behavior over group maintenance behavior, whether positive or negative, scored higher on their curriculum products. Recommendations are made concerning task oriented behavior, particularly in regards to curriculum development committees. As requested by the author, this paper is not offered in hard copy. (PR)

The most common mode for the use of computers in education is for the student to be directed by the programed stimulus of the computer. This method has failed to solve the long-standing problems of education. The author suggests that the time-shared computer assisted instruction console should be used as a problem-solving tool for the student. He sees the computer as a tool for experimentation in new subject matters and as a simulator of unfamiliar environments. He finds the use of computers for drill and practice and tutorial projects to be inefficient. He discusses modifications that must be made in the mediation process if the student is to use the computer effectively. In the appendix several short papers discuss further uses for computers in education. A bibliography is appended. (JY)

This paper deals with the problems of rigorous research within the dynamic organizational context. Definitions and axioms establish the natures of a social problem, a social intervention program, continuous program monitoring, a method of describing alternative treatments, treatment effect testing, and programmatic change. These definitions and axioms are used to prove indirectly that programmatic change is compatible with rigorous research. A major conclusion is that research designs are applicable to the structural study of organization and that they permit a study of the managers' reactions to feedback in a real world situation. The use of research designs will thus permit the establishment of a causal theory of management and organizations. (Author/LLR)

This paper presents a conceptual model for determining patterns of predecisional behavior of school administrators, and a method for empirical verification of the model through content analysis of subjects' responses to complex problem-solving situations. The discussion concerns the concept of the relationship among identifiable patterns of predecisional behavior, environmental consequences of value or profit, and organismic and situational variables that possibly modify predecisional behavior. Research study findings, utilizing the model and procedures, draw some preliminary inferences with regard to the interface between strategy in the decision-making process and environmental consequences. (Author)

This collection of papers presented at the 1970 Annual Meeting of the American Educational Research Association includes: (1) "An Experimental Evaluation of the Effectiveness of Selected Techniques and Resources on Instruction in Vocational Agriculture," by A.A. Kahler and others, discussing the influence of techniques and methods on student attainment in selected subject matter areas, (2) "Individual Learner Variables and the Prescribing of Instructional Methods: An Experimental Investigation" by R.W. Haskell, reporting the relationship between selected personality variables of learners and their academic performance, (3) "The Effectiveness of Selected Self-Instructional Approaches in Teaching Diagnostic Problem Solving" by C.R. Finch, describing the effects of three different approaches of teaching trouble-shooting, (4) "A Factor Analysis of the Common Training Needs in Teacher Education Programs for Occupational Education" by E.W. Courtney, presenting an approach to developing common curriculums for vocational teachers, and (5) "A Multi-Dimensional Approach to the Guidance Concept Among Secondary School Personnel" by C.I. Jones and P.S. Vivekananthan, discussing an attempt to determine differences in selected educational and career concepts held by secondary school faculty. (SB)

An attempt at defining and describing those factors which most often jeopardize the validity of naturalistic behavioral data is presented. A number of investigations from many laboratories which demonstrate these methodological problems are reviewed. Next, suggestions, implementations, and testing of effectiveness of various solutions to these dilemmas of methodology are steps taken. Research in the paper involves the observation of both "normal" and "deviant" children and families in the home setting. The observation system employed is a modified form of the code devised by Patterson, Ray, Shaw, and Cobb (1969). The observations are made under certain restrictive conditions: (1) All family members must be present in two adjoining rooms; (2) No interactions with the observer are permitted; (3) The television set may not be on; and (4) No visitors or extended telephone calls are permitted. Other later studies are also reviewed in this paper. (CK)

Research has indicated that one significant deficiency in the intellectual capabilities of disadvantaged children is a disability in abstract thinking. Although all very young children lack this ability, the environment of the middle class child provides an opportunity so that as this child matures, the ability to think in abstract terms naturally develops. The environment of the disadvantaged child does not provide adequate opportunities for the development of this ability. In response to this need of disadvantaged children, a tutorial program was created with the goal of fostering abstract thinking. The program occupies only some 15 to 20 minutes of a nursery school day; but, as it is tutorial, it is effective because of the one-to-one teacher-pupil ratio. The teaching techniques to be used in this program include (1) techniques for the development of cognitively directed perception, (2) techniques to facilitate the child's use and understanding of language, and (3) techniques to focus the child on developing problem solving skills. The several specific techniques within each of the above three broad topical areas are also delineated in the text of the paper. (WD)

A SERIES OF PAPERS DEALING WITH THE TEACHING OF THINKING TO ADOLESCENTS IS CONTAINED IN THIS REPORT FROM THE JUNIOR HIGH SCHOOL ASSOCIATION OF ILLINOIS. TOPICS INCLUDE--(1) A REVIEW OF THE LITERATURE ON THINKING AND TEACHING, (2) THE DEVELOPMENT OF INDEPENDENT THINKING, (3) FACTORS RELATED TO THINKING READINESS, (4) TEACHING PUPILS HOW TO THINK, (5) RELATIONSHIPS BETWEEN EMOTIONS AND THINKING, (6) THE ROLE OF INQUIRY IN LEARNING, (7) INQUIRY TRAINING, (8) THE USE OF THE INDUCTIVE METHOD IN TEACHING, AND (9) THE INFLUENCE OF MODERN MATHEMATICS ON THE TEACHING OF THOUGHT PROCESSES. MOST OF THE PAPERS INCLUDE BIBLIOGRAPHIES. LISTS OF FUTURE PLANS AND EXISTING BARRIERS TO TEACHING ADOLESCENTS TO THINK BETTER, OBTAINED IN A SURVEY OF 167 JUNIOR HIGH SCHOOL PRINCIPALS, AND STATEMENTS OF TEACHERS RELATED TO THE TEACHING OF THOUGHT PROCESSES IN ENGLISH, GEOGRAPHY, SCIENCE, MATHEMATICS, AND ART ARE INCLUDED. (AG)

PAPERS PRESENTED AT A 1957 CONFERENCE ON THE IDENTIFICATION OF CREATIVE SCIENTIFIC TALENT ARE INCLUDED IN THIS REPORT. RESEARCH STUDIES AND POSITION PAPERS DEAL WITH THE NATURE, MEASUREMENT, AND ENCOURAGEMENT OF SCIENTIFIC CREATIVITY. STUDIES THAT EXPLORE THE RELATIONSHIP BETWEEN (1) UNDERGRADUATE GRADES AND RESEARCH ABILITY, (2) COMMUNICATIONS SKILLS AND CREATIVE ABILITY, AND (3) PERSONALITY AND ABILITY CHARACTERISTICS AND PRODUCTIVE SCIENTIFIC WORK ARE REPORTED. FACTORS THAT COMPOSE THE "STRUCTURE OF INTELLECT" AND THE DEVELOPMENT AND APPLICATION OF INSTRUMENTS FOR THEIR MEASUREMENT ARE DISCUSSED. CONDITIONS CONDUCIVE TO CREATIVE PRODUCTIVITY THAT EXIST IN GRADUATE SCIENCE PROGRAMS AND SOCIAL, CULTURAL, AND EDUCATIONAL FACTORS THAT INHIBIT CREATIVITY ARE USED TO ILLUSTRATE THE DEPENDENCE OF CREATIVE ACTIVITY ON ENVIRONMENTAL FACTORS. OTHER PAPERS CONSIDER THE ORIGIN AND DEVELOPMENT OF INTERESTS, THE MEASUREMENT OF PROBLEM-SOLVING ABILITY, PRIMARY AND SECONDARY CREATIVITY, AND TEACHING PROCEDURES THAT ENCOURAGE CREATIVITY. SEVERAL COMMITTEE REPORTS AND AN EXTENSIVE BIBLIOGRAPHY ARE INCLUDED. THIS DOCUMENT IS ALSO AVAILABLE FROM THE UNIVERSITY OF UTAH PRESS, BUILDING 303, SALT LAKE CITY, UTAH 84112. (AG)

THE UTILIZATION OF KNOWLEDGE IS ONE OF THE IMPORTANT INGREDIENTS IN COPING WITH CONTEMPORARY PROBLEMS. THIS PAPER DISCUSSES THE QUESTION OF PRIORITIES IN RESEARCH AND DEVELOPMENT AND ITS PLACE IN THE NATIONAL SCENE, DESCRIBES THREE STUDIES DEALING WITH THE PROBLEM OF COORDINATING RESEARCH, DEVELOPMENT, AND USE (PROJECT HINDSIGHT, THE TACOMA GOODWILL INDUSTRIES PROJECT, AND A TRAVELING SEMINAR AND CONFERENCE FOR THE IMPLEMENTATION OF EDUCATION INNOVATION), AND CONSIDERS VARIOUS ASPECTS OF INFORMATION TRANSFER AS A NATIONAL PROBLEM. DIRECTIONS FOR INITIATING A PROPER ROLE OF KNOWLEDGE DEVELOPMENT IN OUR CULTURE INCLUDE--(1) THE SOLUTION MUST BE SOUGHT WITHIN THE CONTEXT OF THE PROBLEM, (2) THE SOLUTION TO CONTEMPORARY SOCIAL PROBLEMS WILL BE COMPLEX AND MANY-FACETED, (3) CERTAIN CRITICAL CONDITIONS ARE ESSENTIAL FOR THE SUCCESSFUL ATTACK ON MAJOR PROBLEMS, (4) THE CONCEPT OF ASSESSMENT IS FUNDAMENTAL TO SOLVING SIGNIFICANT PROBLEMS, (5) A NEW PROFESSION OF SOCIAL ENGINEERING OR EDUCATIONAL ENGINEERING NEEDS TO BE DEVELOPED, (6) SIMPLE SOLUTIONS AND INSTANT EXPERTS ARE COUNTER-PRODUCTIVE, AND (7) A SPECIAL PROBLEM EXISTS BECAUSE OF THE NATURE OF THE GATEKEEPER IN CONTEMPORARY PROBLEM AREAS. THIS DOCUMENT IS A DRAFT OF A PAPER PRESENTED AT THE UCEA CAREER DEVELOPMENT SEMINAR, CO-SPONSORED BY THE UNIVERSITY COUNCIL FOR EDUCATIONAL ADMINISTRATION AND THE UNIVERSITY OF OREGON (17TH, PORTLAND, OREGON, OCTOBER 22-25, 1967). (HW)

PAPERS AND COMMITTEE REPORTS ARE INCLUDED IN THIS REPORT OF A 1955 CONFERENCE ON THE IDENTIFICATION OF CREATIVE SCIENCE TALENT. MOST PAPERS DEAL WITH THE THEORETICAL INTERPRETATION OF CREATIVITY AND ITS MEASUREMENT. SOME ARE REVIEWS OF RESEARCH RELATED TO THE IDENTIFICATION OF CREATIVE INDIVIDUALS AND PROCEDURES USED BY VARIOUS ORGANIZATIONS IN THIS ACTIVITY. MAJOR THEMES OF THE FORMER INCLUDE THE RELATIONSHIP BETWEEN CREATIVITY AND (1) INTELLIGENCE FACTORS, (2) PERSONAL CHARACTERISTICS, (3) ENVIRONMENTAL FACTORS, AND (4) INDIVIDUAL EXPRESSION ABILITY. OTHERS DESCRIBE (1) THE SOCIAL AND TECHNOLOGICAL INFLUENCES ON CREATIVITY, (2) PROCESSES INVOLVED IN CREATIVE THOUGHT, (3) METHODS OF DETERMINING PRODUCTIVE CREATIVITY, AND (4) PROBLEMS IN THE IDENTIFICATION OF SCIENTIFIC TALENT. DESCRIPTIONS OF PROCEDURES USED IN THE IDENTIFICATION OF CREATIVE TALENT AMONG ENGINEERS AND PROSPECTIVE MILITARY INSTRUCTORS ARE INCLUDED. ALL PAPERS REPORT COMMENTS AND QUESTIONS FROM PARTICIPANTS. SEVERAL COMMITTEE REPORTS AND AN EXTENSIVE BIBLIOGRAPHY ARE INCLUDED. THIS DOCUMENT IS ALSO AVAILABLE FROM THE UNIVERSITY OF UTAH PRESS, BUILDING 303, SALT LAKE CITY, UTAH 84112. (AG)

Papers presented at the Institute on Modern Religious Communication Dilemmas, held at Syracuse University's Continuing Education Center for the Public Service in November 1971, are provided. The focus of the institute was the dilemmas facing modern church-public relations practitioners. The papers reproduced in this book provide a descriptive overview of some of the complexities of religious communications dilemmas brought out at the institute. The papers and their authors are as follows: (1) Introduction by Burton W. Marvin; (2) "Six Propositions on the Future of Religion" by Warren L. Ziegler; (3) "The Crisis in Culture, Belief, and Church" by T. William Hall; (4) "Toward a Social Theory of Human Communication" by William P. Ehling; (5) "Event Magazine: A Case Study in Controversy" by James E. Solheim; (6) "Religion as a Marketing Problem and How Research Can Help" by Jack Haskins; (7) "United Methodist Information Area Survey, 1970" by Robert Lear; (8) "Managing Survival in a Public Relations Paradox" by George deLodzia; (9) "P.E.A.C.E. Simulation" by Roger Sorochty; and (10) "The Future Depends on Us" by Michael V. Reagen. Two of the papers have bibliographies. (DB)

These proceedings include four articles intended to familiarize librarians with many facets of operations research and how they might be applied to their institutions. The first paper provides a brief definition of operations research. The second presentation, by Ralph Shoffner, relates, in the form of concrete examples, the questions one asks about libraries and the nature of assistance that can be given by operations research in formulating and answering these questions. A series of steps in the process of systems analysis is outlined in the third paper. It shows how operations research can be translated into mathematical terms for solution by computer. After a brief introduction of the various forms of operations research, it considers seven major techniques available to an operations researcher. They include decision theory, resource allocation, graph theory, queuing theory, simulation, and problem solving. The last paper presents a case study showing how to set up an operations research problem and how to solve it. A mathematical model is developed dealing with some of the factors which affect the manpower costs of book processing in libraries. (A list of participants, speakers and panelists is provided.) (CH)

This report consists of five separate papers. The first is an extensive review of the "state of the art" in computer simulation and artificial intelligence. This review states that artificial intelligence and computer simulation have accomplished a great deal, with particular attention to findings relevant to psychology. The second paper is an informal discussion of three theorem-proving techniques which have been developed for execution by computers. A theorem-proving problem is introduced and ways in which it can be attacked are shown. The third paper presents information concerning the Fortran Deductive System. The fourth paper is a formal analysis of the Fortran Deductive System. The fifth paper reports the results of a study in which the Fortran Deductive System was used to prove problems taken from a school mathematics book. (RP)

The document reports the proceedings of a conference on "Theory and Methods of Research on Aging" held under the auspices of the Division of Maturity and Old Age of the American Psychological Association, the Department of Psychology and the Human Resources Research Institute of West Virginia University, May 17-19, 1967. The summaries of four speeches and of the ensuing floor discussions on all are presented. McFarland Discusses the status of perception and aging and includes sensory as well as perceptual processes. Kay's paper restricts the field of learning largely to that of the memory functions. The paper by Bayley on the topic of cognition also limits the field of discussion by attending primarily to the basic components of standard tests of intelligence, such as reasoning, problem-solving, information, and complex measures of memory function. She bases her analysis of the art on a description of data and issues arising out of the Berkeley growth studies. In the fourth primary paper Chown discusses the current status of work in personality and aging. She organizes her discussion around two major trends, the work on disengagement theory and life style and the more isolated pursuits of age differences on a large variety of particular test and inventory type measures of personality. (NL)

The series "Soviet Studies in the Psychology of Learning and Teaching Mathematics" is a collection of translations from the Soviet Literature of the past twenty-five years on research in the psychology of mathematical instruction. Also included are works on methods of teaching mathematics directly influenced by this research. The aim of this series is to acquaint mathematics educators and teachers with directions, ideas, and accomplishments in the psychology of mathematical instruction in Russia. Volume III of the series contains four papers: three on arithmetic and one on algebra. These papers are directed at the theoretical analysis of thinking processes. Each paper discusses investigations related to processes students use in solving word problems in mathematics. Some of the findings reported in this volume are unique to the Soviet educational system, but the value of using problem material from the school curriculum in studying problem-solving processes is demonstrated in each of the papers. (Author/FL)

Experimental hypotheses are proposed which assert (1) that "thought" and "language" are distinct but both are part of linguistic performance; (2) that "thought" is central, and "language" is a symbolic system that one uses to refer in various ways to what he thinks; and (3) that immediate memory works with utterances and linguistic texts over a relatively short span while longer term memory functions in terms of "thought" or content. In various modes of presentation, the percentage of verbatim text recalled was compared with the percentage of content of "thought" recalled. Results show that once the short-term memory span is exceeded, the Subjects recall significantly less verbatim text that they do substantive content of the text, thus supporting hypothesis (3) and therefore (1) and (2) by inference. The Subjects remembered significantly more content than text regardless of whether they were presented with a prepared text, or were asked to create their own text for subsequent recall. For an earlier version of this paper see ED 031 704. (Author/FWB)

This paper focuses on the simulation games developed at the Johns Hopkins University, Baltimore, U.S.A., which deal with a variety of social processes or situations. The paper, given before game play, identifies some of their characteristic features and discusses the educational implementational implications of the ways in which they are seen to differ from other types of games. (Author)

This study determined the effects of assigning students from speech classes to one of 14 positive sociometrically determined groups, 14 negative sociometrically determined groups, or 14 randomly determined groups upon individuals' satisfaction with the group and the time needed to solve a specific test problem. All significant differences among the five- and six-person groups showed that individuals in positively oriented groups were more satisfied after solving the problem than those from negatively oriented or randomly assigned groups. Observed differences showed that individuals from random groups were more satisfied than individuals from negative groups. This study indicated that positive sociometric assignment of individuals to problem solving groups produces increased satisfaction. (Author)

The differentiated outcome hypothesis posits that the maximum effects of an educational program are realized along those dimensions emphasized in the program or in those central to the persons involved. The idea that educational programs employing unconventional means should be examined on outcomes that are consistent with those means is derived from this hypothesis. In addition to knowledge acquisition outcomes, thinking and problem-solving, attitude and value, and behavioral change outcomes are recommended. Studies are cited that utilized outcome measures from the above classes and successfully demonstrated the differentiated merits of the programs involved. Relevant studies in progress are also reviewed. (Author)

This is a model to find out if a problem-solving process can be specified clearly enough to be modeled by a computer, thus providing a simulation which can be used to train preservice teachers to use this process to solve classroom problems. In the model, the teacher trainee must respond to eight successive questions which form a strategy to analyze the problem defined. The answer to each question must be consistent with the trainee's goal, that is, the solution to his problem. After answering the questions, the trainee records the questions and his answers on a computer. The proof of his success is the acceptance of the answers by the computer since they are monitored for consistency. If the proposed solution is accepted by the computer, it is then evaluated according to its plausibility. If the solution passes this criterion, it can then be put into practice. This model is currently inoperative since the consistency criterion must be defined operationally for the computer. (PD)

This study investigates the performance of students in a simulation correlated with selected measures of their personality, attitudes toward children and teaching, creativity, and effective reasoning in an attempt to discover variables which identify good and poor solvers of teaching problems. Thirty-six elementary education majors were administered the Myers-Briggs Personality Type Indicator, the Minnesota Teacher Attitude Inventory, the Verbal Test (Form A) of the Torrance Tests of Creative Thinking, and the Watson-Glaser Critical Thinking Appraisal tests prior to participation in the simulation. Subjects were provided simulated professional materials and an orientation describing the city, the city school district, and the elementary school and its program. Next, each subject was asked to write responses to eight simulated critical teaching problems, which were rated on a scale ranging from high to low by 25 teachers. An overall score was computed for each subject on each of the eight problems and a correlation matrix was set up using scores from the eight problems and nine predictor variables. The results suggest notation of the distinction between statistical significance and the magnitude and importance of the relations among variables. It is recommended that more data be collected before making a final judgment. (A table of results and a list of nine references are included.) (PD)

The model for planning groups presented in this paper is an attempt to provide varying levels of organizational leaders with a device to increase planning efficiency and effectiveness. The planning process is highlighted as it might be viewed through the eyes of the individual responsible for completion of the planning task. The major emphasis is on pointing out those aspects of individual and group behaviors which may affect the planning effort in a group setting. The prospective planning manager is provided with guidelines as to how he might develop a sensitivity to characteristics of individual and group behaviors, in order to optimize individual as well as group contributions to the planning activity. An extensive reference listing is included. (Page 29 may reproduce poorly.) (Author/MLF)

Current practices in intercollegiate debate encourage inadequate reasoning and the use of short cuts in debate presentations. Poor debate strategies have emerged. For example, the inclusion, by negative teams, of excessively detailed arguments in constructive speeches has caused affirmative rebuttals to be acutely simplistic or has forced affirmative teams to adopt devious or exotic plans in the hope that the negative will not have detailed, stock answers to use in refutation. Further, debate judges tend not to use the time allowed them to question some of the debaters' points or critique the debates. Improvements in debate programs could include the assignment of topics on several subjects for a debate year, the adoption of special wordings of topics for special tournaments, changes in the time format for debating, and some changes in the fee structures of tournaments to eliminate the awarding of excessive numbers of trophies. (CH)

This document is a compilation of abstracts of 28 research papers presented at the 52nd Annual Meeting of the National Council of Teachers of Mathematics. The major portion of the reports concerned methods of instruction; nine were related to college mathematics, ten on secondary school mathematics, and two at the elementary school mathematics level. Five reports involved research on learning theories and two dealt with teacher education. (JP)