This is a study of the effects of cooperation and competition on group cohesiveness. The hypothesis was: "The cohesiveness of a small face-to-face group will increase under cooperative conditions and decrease under competitive conditions."The groups used were fourth grade children. The study revealed that the groups working under cooperative conditions in the experiment increased in cohesiveness, but that the groups that worked under conipetitive conditions did not necessarily decrease in cohesiveness. Of the four groups working competitively, one increased, one decreased, and the other two did not change. Examination of the data for the competitive groups revealed that the rewards (for the tasks performed in the experiment) were evenly distributed in the competitive groups that either gained or did not lose cohesiveness. "This suggested the hypothesis that the effect of competition on group cohesiveness is dependent on the effect that competition has on the distribution of the groups rewards. If competition results in more or less uniform distribution of the group's rewards the effect of competition on the group's cohesiveness may be similar to the effect that cooperation would have on the group's cohesiveness. But on the other hand, if one or two members receive most of the group's rewards the effect of competition may be to decrease the group's cohesiveness." John Starkweather, "Content-Free Speech as a Source of Information About the Speaker," Journal of Abnormal and Social Psychology, 52 (May This is a study of jud-ments of verbal and vocal aspects of speech. The verbal component being the pattern of sounds which makes up words and phrases, the content of speech. The vocal components are those characteristics that may be called voice quality.Judgments were made of normal speech, content-free speech (produced by filtering out certain frequencies and thus making the speech unintelligible, but preserving vocal characteristics), and content only samples (typescripts). Three groups of subjects were used, one group with high blood pressure and high HPS (hypertensive personality syndrome) scores, another with high blood pressure and low HPS scores, and another with low blood pressure and low HPS scores. I t was hypothesized that these groups could be distinguished by personality differences revealed in speech."When the combined judgment of 2 5 judges was used as a measure, significant differences were found between groups for 'aggressive' judgments of both content-free and normal information speech samples . . . Judgments of content-free information were related to both the blood-pressure measure and the personality measure associated with high blood pressure. Judgments of normal information were related only to the personality measure."The finding of greater relative usefulness of content-free speech is evidence for the importance of the vocal aspect of speech regarding the personality of the speaker."

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This study was made to determine the relationship between the size of full-time undergraduate student enrollment at higher education institutions and the amount of their charges for tuition and required fees, for the 1962-63 academic year. Inasmuch as, on the average, publicly controlled institutions derive about 12^ percent of their general and educational income from tuition and required fees, and privately controlled institutions derive about 45 percent from the same source, this inquiry should provide an indication as to whether larger-or smaller-sized institutions obtain a higher proportion of educational and general funds from tuition and required fees.Using the median charges to full-time undergraduate students as reported in Basic Student Charges, 1962-63 1 by type of institution and by control, the number of institutions and their median enrollment were computed for each group's institutions which had above-median charges and for each group's institutions which had below-median charges. In public institutions the nonresident charges and enrollments were excluded. (A total of 1,895 higher education institutions [of 2,056 queried] responded to the 1962-63 survey, which represents a response rate of 92 percent. That these data are highly representative of the various types of public and private institutions is indicated by the fact that the response rate varied from 88 percent of junior colleges to 100 percent of universities for public institutions, and from 84 percent of "other professional" 2 schools to 95 percent of universities for private ones.)

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