No abstract

No abstract

The study examined speech characteristics of two groups who were discrepant in verbal ability and who were from families differing in press for language development. The sample consisted of 25 pairs of grade 5 boys who were matched for general intelligence. Transcripts of subjects' oral responses to stimulus pictures were analysed yielding thirteen speech variables. High-verbal boys as compared with low-verbal boys use more and longer communication units, have a higher index of subordination, and use more tentative statements ( p < 0.01). Boys having higher verbal ability and using more elaborated speech nevertheless have a shorter mean pause duration and pause less frequently than low-verbal boys ( p < 0.05). These findings raise questions concerning the relevance of hesitation phenomena for verbal planning activity accompanying speech.

No abstract

This paper presents findings of analyses of the intercorrelations of items from five traditional-modern (T-M) attitude scales, and of correlations of the items with background variables assumed to be indicators of modernism in values. It also reports findings relating T-M values to students' educational aspirations and achievement. In general, the findings demonstrate a closer association between modernism in values and educational achievement and aspirations than between modernism and community, parental and family-background variables. The discussion points to the importance of using both the factorial analyses of the interitem correlations and the "predictive validity" coefficients as complementary empirical evidence for moving toward both the refinement of a theoretical conception of modernity and the revision of measures of modern attitudes.