Replication provides verification and disconfirmation functions for the scholarly fields. Relatively few replications were found in a survey of studies in JSHD and JSHR over a recent decade. Based on the probabilities of Type I and Type II errors, there are likely to be approximately 50 to 250 false findings in this literature. Because many studies had relatively small sample sizes, replication would be helpful for extending the generalization of their results. These data underscore the urgency for more replications in the field.

This study tests the general hypothesis that academic performance is related to extremes in peer choice (high acceptance, high rejection, and neglect) of junior and senior high school students. The 3,917 students of 7 junior and senior high schools were tested sociometrically to measure peer choice. Academic performance of individuals who were highly accepted, highly rejected, neglected, and within a control group was studied. The findings support the hypothesis that academic performance is related to extremes in peer choice.

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Speech samples were obtained from 13 highly fluent and 13 highly disfluent four-year-old children who were comparable as to sex, intelligence, socioeconomic status, race, and educational history. The syntactic analysis dealt with kernel and matrix sentence frame types and transformational usage. The fluent group used significantly more double-base transformations than the disfluent group, but the two groups were comparable on the distribution of usage for sentence frame types. This evidence indicates that a non-loci explanation of disfluency should be cast in terms of the nature of transformational operations in grammatical performance.