2 samples of elementary school teachers (N = 77 and 41) were studied with respect to consistencies between classroom behavior and "needs" as measured by a paper-and-pendl questionnaire. The paper-and-pencil device provided scores on Achievement, Affiliation, Recognition, and Control needs. Behavioral data consisted of observations recorded as ratings and also as Q sorts and an analysis of verbal statements made by the teachers. The principal findings were: (a) significant positive relationships among the various measures of teacher behavior on the Control and Affiliation dimensions, (b) a significant negative relationship between Control and Affiliation behavior as viewed by the observers, and (c) significant positive correlations (JO-.SO) between Control need as measured by the questionnaire and controlling behavior of the teachers.

The preferred model of perception presented by writers in the audiovisual field has been one in which information reception can occur simultaneously through different sense modalities. Experimental studies of the last decade, notably those of Broadbent (1958), have cast considerable doubt on the validity of such a model. The data have generally supported a model in which the perceptual system is represented as a single channel, except for the case in which the amount of information arriving is below the information capacity of the system. The single channel can receive information from a number of distinct information sources that may be auditory, visual, or tied to other sense modalities. The data on which the model is based also lead to the conclusion that, whenever a change is made in the source or original information channel from which the perceptual system receives information, time is lost from the time available for either perception or learning. In other words, switching attention from one source of information to another occupies time that cannot be used for other psychological purposes. The research reported here is an attempt to estimate the time lost on a single switch between the auditory and visual channels and to determine whether such losses can appreciably depress learning in an extended task involving information channel switching.In 1954, Broadbent conducted an experiment on immediate 1.

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Twenty Ss were satiated on a word that was either related or not related to a list of eight nouns. After satiation, the list of eight nouns was presented, followed by immediate recall. Another 20 Ss saw the list first followed by satiation and recall. Satiation time was either 15 or 30 sec. The satiaeffect was found to be significant in the retroactive condition.The topic of verbal satiation (VS) has received considerable attention in recent years. Much of the research has been concerned with the connotative or associative aspects of meaning and has followed the work of Lambert & Jakobovits (1960). Little work, however, has been reported relating VS to memory. If satiation reduces the connotative or associative meaning of a verbal unit, then interference in recall should be evidenced when a verbal mediator for a list of nouns is satiated. The present investigation represents an exploration into this area. MaterialsExperimental materials consisted of eight different deSCriptive adjectives. Accompanying each adjective was a list of eight nouns that were common associates to the descriptive adjective. A list consisted of four high and four low dominance level words alternated on a L-H-L-H basis. Words were taken from Underwood & Richardson's (1956) lists of sense impression descriptive adjectives which are commonly associated with groups of nouns. A sample list used in the present study was: rice, flea, atom, closet, pin, minnow, pollen, and crumb-with an associated descriptive adjective "small." Seven similar lists were utilized.Words were individually printed on transparencies and shown by a slide projector. Each S was given a mimeographed sheet of paper on which to write recall words corresponding to the eight lists. A stopwatch was used to time the particular words that were to be satiated. Procedure Each S was tested individually. The E read the directions which varied slightly depending on whether the Ss were in the proactive or retroactive group. Two practice trials were given and each S was correctedUnecessary.When an S in the proactive group was ready for the test trials, the E projected the first satiation word on the screen. The S then repeated this word out loud as fast as he could for a specified time. The slide remained in view during the satiation period. After repetition was completed, the eight nouns of the list were projected, one word at a time, onto the screen and the S said each word aloud. A blank frame appeared after the eighth word at which time the Psychon. Sci .• 1967. Vol. 8 (10) S wrote down all the nouns he could remember from that list. The recall interval was approximately 30 sec. This procedure was continued for seven additional lists. In the retroactive group the procedure was essentially the same except that the satiation of single words was interpolated between the presentation of the list and the recall period.There were two satiation (single word repetition) conditions. The S.atiate-Related (S-R) condition called for S to repeat a descriptive adjective which was a common associa...

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