Two teachers with two classes each participated in the research, which used a modified Campbell and Stanley equivalent time series design. Each class was randomly assigned four of eight filmstrips. Both experimental and control classes heard lectures on a module, the experimental group viewed the filmstrip, and both were posttested. Independent variables controlling for student differences, module difficulty, student attitudes, and the critical independent variable, viewing of the filmstrip (View), were regressed on student cognition. In the analysis, significant at the .001 level, View exerted a significant positive influence on cognition scores. No relation was discovered between student attitudes toward filmstrips and increased cognition.

The purpose of this study was to classify unemployment by clearly defined, objectively measured categories which produced a consistent, empirical model identifying the structure of unemployment in Texas during the period 1973 to 1978. The models employed univariate hierarchical regression of Texas montly unemployment rates and changes in unemployment rates on measures of seasonality, cyclical fluctuations, the match of qualified applicants to available openings, and the interaction of these terms. The results of these models were reported.