Eye-movement patterns of high and low scorers on a test of field-dependency-independency were compared. Significant differences were found for track length and informative search but none for sex and duration of fixation. Support for the notion that field-independent Ss employ more effective search patterns is suggested.Recently there has been a considerable amount of research directed toward investigating the relationship between an individual's personality and his cognitive functioning. Of particular interest has been the characteristically stable way in which a person functions over a wide range of such cognitive operations as thinking, remembering, concept formation, attention deployment, and perceptual scanning. These consistent tendencies have been variously referred to by researchers in the field as "cognitive styles," "perceptual attitudes," "cognitive controls," "styles of conceptualization," and "perceptual-personality dispositions." Although the labels may differ, the theorizing of the major research groups interested rn t h~s area is similar. For instance, Witkin (1965, p. 317) reports that "recent research has demonstrated that people show characteristic self-consistent ways of functioning in their perceprual and intellectual activities." Gardner (1964, p. 147) defines "cognitive style" as being "comprised of enduring arrangements of cognitive processes that shape the expression of intentions under particular types of environmental conditions." Kagan, Moss, and Sigel ( 1963, p. 74) define "conceptual style" as a term "that refers to stable individual preferences in mode of perceptual organization and concepnlal categorization of the external environment."It appears that most researchers conceive "cognitive style" as a superordinate construct which is involved in many cognitive operations and which accounts for individual differences on a variety of cognitive, perceptual, and personality variables. Each definition strongly suggests a perceptual component which is related to an active searching for stimulus differentiation in the visual field.The work of Witkin and his associates (Witkin, Lewis, Hertzman, Machover, Meissner, & Wapner, 1954) was initially concerned with the individual's abiliry to detect a physically upright position of body orientation. One of the tests 'This research was suppotted, in part, by the A.A.C.E.S. Grant 20066.

The present study examined the effects on long term retention of reporting associative strategies after learning. Ss learned 10 L-H paired associate items to a criterion of two perfect, consecutive trials per item. Retention measures were collected after 20 min., 48 hr. and 7 days. Ss reporting associative strategies had higher retention scores than those not reporting such mediational links, and this superiority increased with increments in the delay interval. The results were discussed in terms of an overlearning-postorganizer paradigm.The importance of mediational links in pairedassociate learning has been well documented. Experimenters have shown that number of trials, number of errors or time to criterion are significantly reduced when mediational links are employed during learning (Jensen & Rohwer, 1963a, b;Spiker, 1960), and also, that retention is enhanced (Wallace, Turner, & Perkins, 1957). Usually effects of mediational links are studied by varying task instructions, or by providing Ss with specific aids prior to learning. Recently several studies have shown that mediational links can also be reliably examined by studying verbal reports collected at the conclusion of a learning task (Farber, 1963;Eagle & Leiter, 1964;Martin, Boersma, & Cox, 1965;Underwood & Schulz, 1960). The effects on long term retention of reporting associative strategies (mediational links) after learning, however, have not been investigated.The primary purpose of this study was to examine the effects on long term retention of reportingassociative strategies after learning. A secondary purpose was to see whether the findings reported by Martin et al (1965) would replicate using a different experimental procedure and more meaningful material. MethodOne hundred and twenty educational psychology undergraduates, 60 males and 60 females, served as Ss in the experiment. They were presented individually with a paired-associate learning task consisting of ten pairs of low-high meaningful items selected from Noble's (1952) The items were typed in 3/16 in. capital letters on 5 x 8 blank cards. Learning and test trials were presented in different random orders at a 3 sec. rate; the intertrial interval was 10 sec. An oral recall procedure was employed for test trials. All Ss were required Psychon. Sci., 1966, Vol. 5 (12) to learn each item to a criterion of two perfect, consecutive trials, and once an item was responded to correctly twice in a row it was removed from the list.Retention measures were collected undertwoexperimental conditions, with and without strategy reports being collected at the conclusion of the learning task, and for three delay intervals: 20 min., 48 hr., 7 days. Each cell contained 20 Ss, 10 males and 10 females. A 2 by 3 by 2 factorial design was used in the study. At the conclusion of the learning session Ss in strategy treatments were again shown each pair. But now they were given up to 60 sec. to report in writing how they attempted to form each association. Ss requiredapproximately 30-45 sec. to report a strate...

The purpose of this study was to examine the relationship among several instruments that purport to measure empathy in the counseling process. The results from a correlational and factor analysis indicated a positive and significant relationship between certain measures used in this study. One of the Cline Opinion and Attitude tests, the Dymond‐Smith Model, the Accurate Empathy Scale, the Relationship Questionnaire, and the Discrimination Index appear to measure a construct called interpersonal communication. Other Cline Tests and the Discrimination Index appear to measure other constructs not related to the Rogerian definition of empathy.

Investigated the extent to which 6 counselors at Canadian institutions rate problems of vocational choice, college routine, and adjustment to self and others as appropriate for discussion in counseling through a replication of R. E. Warman's study (see 36:1 and 36:5). As hypothesized, the results were consistent with those obtained by Warman in that significant differences were found among centers on the rated appropriateness of the 1st 2 problem areas. Contrary to the hypothesis, adjustment problems were not rated significantly different among the 21 centers employed in the study. This discrepant result is discussed in light of the relative smallness of Canadian institutions when compared with their United States counterparts.

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