same program. The same staff discussion leader will conduct all programs. Appropriate statistical techniques will be used to analyze the results. WOODROW W. HUNTER, research associate in the Division of Gerontology and the Institute of Labor and Industrial Relations, University Michigan, Ann Arbor. Project 1422. of Sept. 1961 to Sept. 1963. Strategies of Learning and Efficiency of Concept Attainment by Individuals and Groups Problem. To identify and classify the strategies of individuals and groups of varying size in attaining concepts and to relate the various strategies to efficiency of learning. Objectives.—(1) To determine whether strategies employed by individuals and groups in attaining concepts are related to the efficiency of attaining the concepts, and (2) to explore the relationships between the strategy employed by an individual or group and the type of material used, the meaningfulness of the material, and the instructions used. Procedures. In each successive semester and summer session, from 72 to 150 students will be drawn from the total population enrolled in educational psychology. These subjects will participate in the study as individuals or as members of groups of varying size. When the effects of groups of two and four persons are established, larger groups will be used in order to establish the size at which the mean efficiency of groups is less than the mean efficiency of individuals working alone. In addition to the size of the groups, the type of material in which the concepts are embedded, the type of instructions, and the meaningfulness of the tasks will be systematically manipulated to determine their effects upon the dependent variables-stategies of learning and efficiency of performance. One replication of each experiment with age, sex, and size of the group held constant will be carried out to validate conclusions. Time in seconds to attain each concept will be recorded as the measure of efficiency. Other information to be secured on the students includes age; sex; major field of study; general intellectual ability; values, using the Allport-VernonLindzey Scale; and originality, flexibility, and ideational fluency, using group tests of divergent thinking. HERBERT J. KLAUSMEIER, professor of education, University of Wisconsin, Madison. Project 1442. Duration: 3 years. RESEARCH ON: IV. GUIDANCE AND LEARNING THEORY Educational, Vocational, and Social Performances of Counseled and Uncounseled Youth Ten Years After High School Problem. To determine the extent to which the observed post high school effectiveness of an intensive experimental school counseling program has persisted over a 10-year period. Objectives. To test the hypothesis that there will be no significant differences in educational, vocational, and social performances between counseled and uncounseled subjects 10 years after high school graduation. Procedures.-In 1948 all the 870 sophomores in four public high schools were assigned randomly to experimental and control groups. Subjects in the experimental group were given intensive counseling during each of their last 3 years in high school. The controls were not counseled. Followup studies were made of 100 percent of the living members of both the experimental and control groups 6 months, 212 years, and 5 years after high school graduation. Data were collected on the vocational choices, vocational progress, social development and adjustment, performances on psychological tests, and academic progress. The present study is designed to extend these followup studies to a 10-year period beyond high school. All living subjects will be contacted and asked to complete a questionnaire containing the same items as the schedule used in the 5-year followup study. The investigator anticipates that he will once again be able to obtain the cooperation of 100 percent of the living members of the original sample. Analyses of these data will include simple studies of differences between control and experimental subjects by computing percentages or means and the use of discriminant analysis techniques. JOHN W. M. ROTHNEY, professor of education, University of Wisconsin, Madison. 50 Project 1094. Duration: 2 years. July 1961 to June 1963. Development and Consistency of Student Images of Occupation Problem.-Comparative Research Project 562, "College Student Images of a Selected Group of Professions and Occupations," established that liberal arts college undergraduate students hold highly complex and differentiated stereotypes of a series of high-level occupations. The current study is designed to continue the exploration in this area by tracing the development of occupational stereotypes in high school and college students. Objectives.—The objectives are (1) to determine the images held by various groups of high school students, of high-level occupations (2) to trace the changes that take place in the images of occupations held by students during 4 years of college, and (3) to ascertain the effect of identification with a professional group on the image of the group. Procedures. A group of 500 college students in arts and sciences from a midwestern State university and a private college will constitute one of the samples for the study. A second sample will consist of 300 preprofessional undergraduate college students—possibly in education, engineering, and business. A third sample will contain 600 high school students at 3 or more Detroit area schools. The latter sample will be studied with academic and occupational goals controlled. At each of the universities and high schools, equal probability samples of freshmen and seniors will be given the occupations questionnaire in one of several forms. In the vocational college programs, students at the two extremes of the undergraduate program will be studied. In addition to the questionnaire a series of partially structured interviews will be conducted with 5 percent to 10 percent random subsamples of each population in order to compare the interview protocols with the structured questionnaires. Twelve hours of personal and clinical data concerning the Wesleyan University class of 1962 and data from three sets of replies to occupations questionnaires (May 1959, May 1960, and May 1962) will be analyzed to determine the effects of college on the occupational stereotypes and the structure of belief systems. Finally, about 500 subjects from other universities will be used to determine their images of new occupations and the consistency and interaction of stereotypes. DONALD D. O'Dowd, assistant dean, and DAVID C. BEARDSLEE, associate professor of psychology, Michigan State University, Oakland. Project 1150. Duration: 3 years, 6 months. Federal contribution: $57,357. Career Development Patterns Problem. To undertake a study of career development patterns. Objectives.—(1) To identify major career patterns and antecedent variables which are predictive of given career patterns; (2) to determine whether stages and sequences in patterns of career development differ for boys and girls; and (3) to ascertain the factors upon which career decisions are made. Procedures. Data have already been collected on 108 eighth-grade youngsters in five different urban communities through the use of a standardized personal interview. This interview is designed to elicit information on (a) the child's awareness of factors to consider in curriculum and occupational choices; (b) his awareness of his ability and inadequacies in relation to making curriculum and occupational choices; (c) his awareness of interests and values and their relation to occupational choices; and (d) the independence of his choice. The 108 youngsters will be interviewed in the 10th grade, in the 12th grade, and 2 years after completion of high school to determine what curriculum and occupational decisions have been made in the 2 years since the earlier interview, and what factors were taken into consideration in making these decisions. In addition, the pupils will be asked to project themselves into the future and to indicate how their abilities, values, and interests are related to their decisions concerning the future. A number of variables will be identified from school records and related to occupational choices made. Among them are the type of curriculum chosen, IQ, sex, amount of work experience, parents' occupational level, and extent of participation in extracurricular activities. WARREN D. GRIBBONS, assistant professor of education, Clark University, Worcester, Mass. Project 1221. Duration: 5 years, 2 months. Evaluation of Counseling Treatment With Underachieving High School Students Problem.-To evaluate the effectiveness of four methods of providing counseling treatment to underachieving high school students in grades 10 to 12. Objectives.—(1) To ascertain the relative effectiveness of different treatment procedures in improving the academic and personal adjustment of underachieving high school students, and (2) to identify those characteristics of the underachievers and of the treatment procedures that tend to be associated with improvement. Procedures. All underachieving students (242) in a city high school are the sample for this study. Underachievers are defined as those students having at least a 2-decile discrepancy between mental ability and academic achievement as measured by grade-point average. The four treatments are individual counseling, group counseling focused on personal problems, group counseling focused on improvement of study skills, and a combination of individual and group counseling sessions. A fifth group of students will receive no counseling. Pre-, post-, and followup evaluation of pupils will consist of (a) gradepoint averages, (b) Brown-Holtzman Survey of Study Habits and Attitudes, (c) Heston Personal Adjustment Inventory, (d) Minnesota Counseling Inventory, and (e) California Short-form Test of Mental Maturity. At the end of the experimental period, each student will also complete a questionnaire regarding his reactions to the interview situation and to the counselor. Tape recordings of the experimental treatment sessions will be obtained to ascertain the problems discussed by students, the roles played by the students, and the counselor's behavior in the treatment sessions. Each counselor will complete the counselor's form for a measure of his reaction to the treatment situation with each group of students. The analysis of the data will focus on changes in the students in the various treatment groups. BETTY J. BOSDELL, counselor trainer, assistant professor of psychology, University of North Dakota, Grand Forks, N. Dak., and DARINE BROWN, guidance director, Central High School, Grand Forks, N. Dak. Project 1263. Duration: 1 year. Effects of Orientation in Testing on Motivation for and Problem. To investigate the effects of orientation to testing on (1) motivation of pupils for learning about themselves through the interpretation of test results, and (2) the effectiveness of test interpretation. Objectives. To determine to what extent (1) those students who participate in orientation to testing procedures prior to actual test administration show a greater motivation for learning about themselves than those who do not, (2) those students who participate in orientation to testing procedures prior to actual test administration show greater gains in self-understanding following test interpretation |