The purpose of this study was to determine significant differences in test scores between LLD and MBI Special Education students. The records of thirty-seven LLD and fifty-six MBI students between the ages of six through eleven were obtained from a small Texas school district. The results indicated no significant differences between groups on WISC Full Scale, Performance and Verbal scales or on WISC subtests scores. No significant differences were found on WRAT scores. Significant differences were found on the Bender-Gestalt Test for Children and the Visual Aural Digit Span Test at the nine- through eleven-year level. No differences were found at the six- through eight-year level.

This study presents the findings of an investigation of the effects of two different treatments, progressive relaxation and cerebral electrotherapy, on heart rate. With progressive relaxation, the subject relaxes by following instructions. With cerebral electrotherapy, relaxation is due to an external source of stimulation. Decreases in heart rate for subjects receiving progressive relaxation were compared with decreases for subjects receiving cerebral electrotherapy. A placebo group was used to evaluate the effects of both treatments independently. While decreases in heart rate were observed for both treatments, only progressive relaxation produced decreases significantly greater than those of the placebo group. However, decreases in heart rate produced by progressive relaxation were not significantly greater than decreases produced by cerebral electrotherapy.

This investigation is concerned with the problem of determining the variation of test achievement obtained by students enrolled on a MWF and a TTh schedule. The purpose of the study is to determine if either schedule is superior. The Ss were students enrolled in an Introductory Psychology course at North Texas State University. A t test was administered to the experimental data. The experimental hypothesis of an expected higher test achievement by students enrolled in the TTh schedule was rejected. It was concluded that test achievement for this study was not affected by scheduling.

This study was concerned with the degree to which the practice of transcendental meditation (TM) aids in the long-term reduction of anxiety. The Taylor Manifest Anxiety Scale (TMAS), short form, was given to 16 Ss about to learn the technique of TM and to 16 control Ss. Eighteen weeks later, the TMAS was again administered to both groups. A significant difference was found in TMAS score reduction between the two groups, with the meditation group showing the greater reduction. These findings lend support to the hypothesis that TM aids in the long-term reduction of anxiety. It is recommended that further research in this area be undertaken to further validate the results of this study.

Internal-external locus of control was studied in relationship to the religious phenomena "glossolalia." Contrary to the main hypothesis formulated, glossolalics were found significantly more internal in locus of control than non-tongues speakers. Intercorrelations were studied between the variables of I-E, age, length of church membership, income level, educational level, and perceived control by God, for tongue-speaker and non-tongue-speaker groups. Chisquare comparisons were made between the groups on educational level, income level, and perceived control by God, with significant differences being found in educational level. Additional analysis was made between I-E and the variables of educational levels, income levels, and perceived control by God. Historical and current interpretations of the personality of glossolalics are challenged. The construct validity of the Rotter scale for use with religious populations is challenged.

This study measured the relationships between locus of control, students' perception of the schedule of teacher reinforcement, and academic achievement. The Intellectual Achievement Responsibility questionnaire, Perception of Teacher Reinforcement scale, and Wide Range Achievement Test were used to measure these variables. All subscores of the Intellectual Achievement Responsibility questionnaire correlated significantly with achievement for the females, but no relationships were found for the males. Perception of the teacher as partially rewarding was significantly correlated with reading, spelling, and total achievement for the males and with reading and arithmetic achievement for the females. Perception of the teacher as partially punishing was significantly correlated with arithmetic achievement for the males, but was not related to achievement for the females.

In order to test Eysenck's hypothesis that introverts would condition faster than extroverts, twenty undergraduates were given muscle tensing and muscle relaxing trials using a feedback myograph to obtain electrical activity levels of the frontalis muscle. The subjects were divided into two groups of ten each. The Myers-Briggs Type Indicator was used to select ten students classified as introverts and ten classified as extroverts. .Both groups were given forty thirty-second trials to learn muscle relaxing and tensing. Analysis of covariance indicated a significant within trials effect for both the relaxation and tensing trials. No significant differences were found, however, between the introverts and the extroverts in either the muscle relaxing or muscle tensing training.

The marketing of personnel assessment services by a variety of individuals and groups has developed into a highly competitive, somewhat unstable, and unusually controversial major American merchandising effort. This study contains a review of the promotional materials and activities of several commercial assessment organizations. Emphasis has been placed upon various "scientific breakthroughs" in the field, including, when possible, the descriptive as well as the predictive utilities that are claimed to result from their use. Three procedures were studied under actual industrial conditions, using tenure and productivity measures as criteria. None of the procedures was found to be significantly predictive in this instance.

The hypotheses investigated were (1) as measured by a test of impulse control, elopers are more impulsive than non-elopers, and (2) as measured by a test of impulse control, males are more impulsive than females. The Self-Report Test of Impulse Control (STIC) and the Barratt Impulsiveness Scale (BIS) were administered to 76 female and 40 male patients at the time of admission to an open psychiatric hospital. Of these, 20 females and 10 males eloped. The first hypothesis was only partially supported. The second hypothesis was not supported. The BIS was found to be a potential predictor of elopers. The data also suggested that males elope later than females.

The effect of selected driver and instructional variables on attitude change of school bus drivers was examined. A total of 113 male and 69 female in-service Texas school bus drivers participated. The course of instruction, totaling 20 classroom hours, consisted of 11 units related to driving efficiency. Driver attitude was measured by a multiple-choice check list, administered prior to and following the course of instruction. A significant positive change occurred in those variables related to driver age, educational attainment, and number of classroom participants. Those variables involving course participation status and sex difference resulted in no significant positive attitude change. These findings may prove helpful in designing training programs for school bus drivers.

This study investigated whether contingent-anxious conditioned stimulus termination was more important than temporally yoked termination in producing conservation or enhancement of learned fear. Thirty psychology students, twenty-six females and four males, were administered item thirty-nine from the Fear Survey Schedule and an avoidance test. After in vivo treatment exposure to a harmless snake, post-test measures identical to pretests revealed that contingent-anxious subjects retained significantly more fear (p <.05) on both indexes than temporally yoked subjects. No enhancement was found and only on the subjective measure did contingent-anxious subjects show fear conservation when contrasted with no-treatment controls (p >.05). Implications for "implosive" therapies were discussed.

An investigation of concurrent validity of the Non-ah Speech Disturbance Ratio (Non-ah SDR) with the State Form of the State-Trait Anxiety Inventory (STAI). Twenty male college students talked on an anxiety-arousing topic before female audiences who rated observed anxiety. Each subject completed the State and Trait Forms of the STAI. Reliabilities were, by the Intraclass correlation for Raters on Day 1, .63 (p<.01) and Day 2, .20 (p<.05). Pearson's r for scorers was .98 (p<.01). The Non-ah SDR and all other measures of anxiety correlated. A partial correlation test found the naive ratings significantly determined by manifest speech disturbance, as measured by the Non-ah SDR. Certain categories of speech disturbance were only infrequently utilized and added little to the measure as a whole.

The present study examined the effect of first-list stimulus context (color versus no color) and two degrees of first-list learning (twenty trials versus five trials) on cue selection and transfer of training. College students learned two paired-associate lists consisting of highly similar trigrams as the stimulus terms and nouns as the response terms. The second list consisted of twelve items presented on homogeneous white backgrounds for eighteen trials. Four secondlist items represented each of three transfer paradigms--A -B,A-B; A-B,A-C; and A-BC-D. It was concluded that color context draws attention to the color-backed items during the early stages of learning but is not selected for encoding until the later stages of learning.

Studying the effect of fundamental religious belief upon attitudes toward woman's role in society, findings were: (1) persons high in fundamental belief have more traditional attitudes than persons low in fundamental belief; (2) atheists, agnostics, Unitarians, Jews, and 'others' hold more liberal attitudes than Protestants or Catholics; (3) persons who frequently attend religious services hold more conservative attitudes than persons who attend infrequently; and (4) females hold more liberal attitudes than males. Also, marital status did not affect attitudes toward woman's role. Subjects were 63 female and 38 male college students. Findings were discussed in light of effects conservative attitudes toward woman's role could have upon fundamentalists, and of the theory supporting the hypotheses.

This study attempted to reduce three response classes in the verbal behavior of a forty-three-year-old female graduate student. Consequences were placed on interruptions, illogical statements, and total time talking. Specifically, a response rate was taken on the three response classes, and contingent money withdrawal for exceeding defined limits was used as punishment. The treatment was generally effective in reducing interruptions, illogical statements, and total time talking to one half the baseline level, but the follow-up phase suggests that some form of maintainance procedure would be needed to maintain the rate at the lower level.

This study tests whether positive reinforcement consisting of a positive word, eye contact, and a smile would improve the self-concept of students. Sixty boys and girls in two sixth-grade classes were given an adaptation of Gordon's, How I See Myself scale. A baseline consisting of positive reinforcements given by the teacher to the students was taken. Then a positive reinforcement schedule was instituted by the sixth-grade teacher. The experimental group of thirty students received a mean of 24.78 positive reinforcements per class; the control group received a mean of 1.1 positive reinforcements. The subjects were again given the HISM scale, and no significant score differences were found between the experimental group and control group.

The purpose was to verify ego states as objectively identifiable phenomena and the influence of early parent-child relationships on their identification using an audio tape of recorded examples of ego states, Thompson's Ego State Tape (EST), and the Roe-Siegleman Parent-Child Relations Questionaire (PCR). No relationship was found between SAT scores and scores on the EST, nor between PCR and EST scores. It was concluded that possibly (1) no relationship existed between how children perceive their parents and the identification of ego states, and (2) that the PCR might not be sampling child rearing practices relevant to the identification of ego states.

The purpose of this study was to test the hypothesis that time-keeping devices influence our perception of time in a way apart from their usual role of telling time. The subjects obtained for this project consisted of forty-two students enrolled in freshman psychology courses at North Texas State University.

The problem under investigation was the predictive value of a preschool screen. The subjects were 111 kindergartners. First, the need for a preschool screen was established. Second, the literature concerning other preschool devices was reviewed. Third, a specific screen was assessed in terms of validity. Fourth, a consideration of the predictive value of this screen in relation to scholastic achievement as indicated by the Metropolitan Readiness Test was made. A multiple regression analysis was performed, and the cross-validation of a number of prediction equations and cutoff scores was significant. Although statistical significance was achieved, high-risk youngsters could not be accurately identified. This research indicated that the instrument evaluated shows promise if refined by additional research.

This study investigated the relationships between locus of control and perceived contingency of parental rewards and punishments. Questionnaires measuring subjects' locus of control and their perception of parental contingency behavior were administered to undergraduate college students. The obtained measures of contingency of parental rewards and punishments were correlated with scores on Rotter's I-E Scale. Of the maternal contingency factors, only noncontingent punishment related significantly and negatively to internality (males only). Paternal contingent punishment related positively and significantly to internality for both males and females. There was a significant negative relationship between paternal noncontingent punishment and internality (males only). None of the parental reward factors related significantly to locus of control.

This study explores the relationship between internal-external locus of control and some characteristics of overweight subjects in a weight-control program in the summer and fall of 1973. Only white, female, over-weight, and obese subjects were used. From this study, it appears that Rotter's I-E concept applies to weight loss. This one significant finding lends support to research that internals control their impulses better than externals and that internals seem to learn and retain relevant information better than externals.

The purpose of this study was to assess content and concurrent validity of the Torrance Tests of Creative Thinking (TTCT). The subjects were thirty-four art majors at North Texas State University between the ages of nineteen and thirty-nine. Content validity for the TTCT, as assessed by seven judges (art professors), was very high; concurrent validity was very low. Only one judge's ranking of the criterion was significantly intercorrelated with that of the other judges (p<.05). There were no significant rho correlations between the TTCT and the criterion (p<.05). The t-ratio differences between the males and females, for all tasks of the TTCT, were non-significant (p<.05). It was concluded that the TTCT were not appropriate for use with adult art majors.

This study attempted to clarify the relationship between visuo-spatial abilities and reading achievement at the first and fifth grades. Groups of good and poor readers were selected at each grade level on the basis of student's scores on the Wide Range Achievement Test in Reading. All subjects had obtained an I.Q. score of ninety or better. The sample was composed of twenty-one females and twenty-seven males. Four tests from the Reitan-Indiana Neuropsychological Battery were given to assess visuo-spatial ability. It was hypothesized that visuo-spatial abilities are related positively to reading achievement and that this relationship is approximately equal at the two grade levels. Statistical analyses of results gave partial support to the first hypothesis.

By applying geometric analysis to some experimental maze situations the present study attempted to determine if a continuity in the responding of experimental Ss existed. This continuity in responding might suggest the presence of alternative explanations for the behavior of these Ss in some maze problems. The study made use of a modified version of the Tolman, Ritchie, and Kalish (1946a) experiment using six runways during training rather than one. The results of the study show that three of the six groups obtained the identical angle of choice, angle between the runway trained on and the runway chosen during the experimental trial, indicating the possibility of an underlying behavioral factor determining this continuity in responding.