It is the thesis of this paper that data from descriptive and experimental field studies can be interrelated at the level of data and empirical concepts if both sets are derived from frequency-of-occurrence measures. The methodology proposed for a descriptive field study is predicated on three assumptions: (1) The primary data of psychology are the observable interactions of a biological organism and environmental events, past and present. (2) Theoretical concepts and laws are derived from empirical concepts and laws, which in turn are derived from the raw data. (3) Descriptive field studies describe interactions between behavioral and environmental events; experimental field studies provide information on their functional relationships. The ingredients of a descriptive field investigation using frequency measures consist of: (1) specifying in objective terms the situation in which the study is conducted, (2) defining and recording behavioral and environmental events in observable terms, and (3) measuring observer reliability. Field descriptive studies following the procedures suggested here would reveal interesting new relationships in the usual ecological settings and would also provide provocative cues for experimental studies. On the other hand, field-experimental studies using frequency measures would probably yield findings that would suggest the need for describing new interactions in specific natural situations.

This research demonstrated some of the conditions under which retarded children can be taught to imitate the actions of adults. Before the experiment, the subjects were without spontaneous imitative behavior, either vocal or motor. Each subject was taught, with food as reinforcement, a series of responses identical to responses demonstrated by an experimenter; i.e., each response was reinforced only if it was identical to a prior demonstration by an experimenter. Initially, intensive shaping was required to establish matching responses by the subjects. In the course of acquiring a variety of such responses, the subjects' probability of immediate imitation of each new demonstration, before direct training, greatly increased. Later in the study, certain new imitations, even though perfect, were never reinforced; yet as long as some imitative responses were reinforced, all remained at high strength. This imitativeness was then used to establish initial verbal repertoires in two subjects. CONTENTS

A mutant in the maize (Zea mays) Glycolate Oxidase1 (GO1) gene was characterized to investigate the role of photorespiration in C4 photosynthesis. An Activator-induced allele of GO1 conditioned a seedling lethal phenotype when homozygous and had 5% to 10% of wild-type GO activity. Growth of seedlings in high CO2 (1%-5%) was sufficient to rescue the mutant phenotype. Upon transfer to normal air, the go1 mutant became necrotic within 7 d and plants died within 15 d. Providing [1-14C]glycolate to leaf tissue of go1 mutants in darkness confirmed that the substrate is inefficiently converted to 14CO2, but both wild-type and GO-deficient mutant seedlings metabolized [1-14C]glycine similarly to produce [14C]serine and 14CO2 in a 1:1 ratio, suggesting that the photorespiratory pathway is otherwise normal in the mutant. The net CO2 assimilation rate in wild-type leaves was only slightly inhibited in 50% O2 in high light but decreased rapidly and linearly with time in leaves with low GO. When go1 mutants were shifted from high CO2 to air in light, they accumulated glycolate linearly for 6 h to levels 7-fold higher than wild type and 11-fold higher after 25 h. These studies show that C4 photosynthesis in maize is dependent on photorespiration throughout seedling development and support the view that the carbon oxidation pathway evolved to prevent accumulation of toxic glycolate.

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