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The relative effectiveness of client-centered, rational-emotive, and desensitization therapies in reducing test anxiety among high school students was investigated. The sample was drawn from 2336 students in grades 10 through 12 who were administered the Spielberger State-Trait Anxiety Inventory (STAI). Thirty-three subjects with high State anxiety but average or low Trait anxiety were selected. Each student was counseled from seven to eleven times during a five-week period by advanced graduate students. Each student was randomly assigned to one of four groups, i.e. client-centered, rational-emotive, desensitization, or no-treatment control Counselor training sequences were designed for each of the three therapeutic approaches. Criterion measures were pre and post administrations of the STAI; psychogalvanic skin response (GSR) measures; and heart rate (HR) response measures. There were no significant differences between the four groups in the STAI; but significant differences at <.05 level were found in the predicted direction between group treatments and controls on criteria of GSR and HR. Post hoc analyses disclosed significance for the desensitization treatment group on GSR, and the rational-emotive treatment group on heart rate. Final analysis revealed differences only with the rational-emotive treatment group and controls on H.R. (Author/PR)

A group of 161 kindergarten and first grade children were instructed in mathematics using exercises in linear measurement to increase understanding of unit-quantity relations. A comparison group made up from two adjacent and comparable middle-class schools was taught mathematics without intervention into the mathematics content. Treatment and comparison groups did not differ in general conservation performance throughout the study. However, an ancillary study demonstrated that linear measurement competence is preliminary to linear conservation. After five or six months of treatment, the measurement group was vastly superior in measuring competence, but slightly inferior in typical first grade mathematics. Appendices include sample lessons and test items as well as data tables. (Author/SET)

How does one conduct a workshop in self-instructional film production? A demonstration kit was put together to enable a teacher to do this. It consists of five monographs' ("Programing the Instructional Film", "Stating Objectives", "Developing The Instructional Specification", "An Introduction to Programing", and "Lighting Fundamentals"), one 8mm silent film, and one 8mm sound film. In such a workshop, participants can be expected at some point to produce their own 8mm cartridge self-instructional film. (GO/MF)

Using an accompanying, specified film that consists of 10-second pictures separated by blanks, the learner can, with the 203-step, self-correcting questions and answers provided in this program, come to understand the fundamentals of lighting in photography. The learner should, by the end of the program, be able to describe and identify the effects which amount and direction of light have upon pictures and to describe how these can be controlled when taking pictures in various lighting conditions. (CG)

The purposes of this first phase of a proposed two-phase study were (1) to collect necessary baseline data for the completion of the total two-part study, and (2) to note the effects on school achievement of one year's instruction in English given to kindergarten Navaho-speaking monolinguals. The following groups from the Window Rock-Ft. Defiance schools were selected: kindergarten Navaho-speaking monolinguals, kindergarten compound bilinguals (Navaho-English), kindergarten Navaho-speaking monolinguals who received on year's concentrated instruction in English, first-grade Navaho-speaking monolinguals, first-grade English-speaking monolinguals, and first-grade compound bilinguals. Measures of intelligence and achievement were obtained. Analysis of variance and Sheffe's technique were used to test for differences in order to meet the second objective of this project. Aside from getting baseline data and finding expected differences (e.g., English-speaking monolinguals scored higher in achievement than Navaho-speaking monolinguals), the most promising discovery was the positive influence of instruction in English on school performance. In light of this, it is important to determine the long-term effects of early concentrated English instruction in a school setting. (Author/AMM)

Single-score measures of intelligence are inadequate to predict performance on a programed instruction format. Guilford's model of the intellect accounts for three dimensions relevant to learner abilities. The content dimension refers to the kind of material involved, the product dimension to the kind of output required, and the process dimension to the operation involved in learning. Four studies were conducted to investigate the usefulness of Guilford's model in predicting types of stimulus-materials most consistent with learner characteristics. Eighth graders worked with two versions of a self-instructional program for teaching logic. A total of 160 subjects were randomly assigned to a semantic or a symbolic version. A regression analysis was carried out to determine the relationship between achievement in each program variation and intellectual abilities as assessed by Guilford's measures. Based on regression results, 180 eighth graders were assigned to the program versions according to predicted success. There was no evidence that the stimulus-content dimension is critical from an instructional point of view. Efforts at determining the instructional utility of Guilford's model would be better aimed at analyses in terms of the products demanded and the operations involved. (LS)

This study is one of a series on cognitive behavior related to lingual types among Navaho children. The present work has aimed at gaining additional descriptive data regarding the effects of lingual types (compound bilinguals, Egnlish-speaking monolinguals, and Navaho-speaking monolinguals) on school achievement as measured by the Metropolitan Achievement Tests. Additionally, information was gained about (1) IQ score discrepancies resulting from the use of different types of tests, (2) the best predictors of school success, and (3) the effects of early English instruction. The following recommendations were made: (1) suitable, specific instruction in English should be provided Navaho children unfamiliar with the English language and culture preliminary to other school instruction; (2) in evaluating intelligence and learning ability of these children, measures should be used which motivate and accurately reflect ability or potential achievement; and (3) a curriculum for the early school years should be developed which incorporates the Navaho culture and heritage and involves wide use of Navaho teachers. The study includes some 14 tables for the presentation of statistical data and a list of references. For report of Phase 1, see ED 044 702. (Author/SK)