In this study, the role of lateral cerebral dominance in the consistent finding of lower tachistoscopic thresholds in the right than in the left visual field for alphabetic material was tested for readers of Hebrew and English. Twenty Israeli Ss were presented with Hebrew and English three-letter words, printed vertically, through a monocular tachistoscope, displaced to left or right of fixation by 2°21′. Ten American Ss were also tested for three-letter English words, under similar conditions. Significantly lower thresholds in the right field were found for both groups and for both languages, despite the fact that Hebrew, unlike English, is read from right to left. These findings tend to support the hypothesis that alphabetic stimuli arriving in the major cerebral hemisphere are more readily recognized than similar stimuli arriving in the hemisphere contralateral to the language areas.

Mental health consultation with individual teachers (IC) or with groups of teachers (GC) was provided in eight elementary schools. On a follow-up questionnaire, GC teachers rated the consultation program more favorably than did IC teachers with regard to "'general usefulness," amount of communication generated between teachers, and amount of knowledge of child development acquired. Ratings of improvement in child behavior and parentschool relations were not significantly different for GC and IC. Apparent effects on ratings of such variables as amount of contact with consultant, diagnosis of children referred, group composition, and administrative commitment are discussed. Results suggest that GC is not only more economical than IC but also is a more effective means of educating and supporting teachers.

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