Here and now disclosure was compared to there-and-then

A developmental learning program for first graders identified as poor learners was established in one of the New York City public schools. The children were seen on a daily basis in small groups for perceptual-motor, language, and other developmental experiences intended to foster their readiness for learning. Considerable differences were found in the degree of responsiveness to such help as revealed in the inventory of strengths and weaknesses and the retest results for the group. A multifactor approach utilizing an inventory of developmental strengths and weakness is advocated within this framework.

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Relationships between measures of self-perception, attitude within a particular class, cohesion, and final grade were examined. College students completed Self-perception scales (forced and free-choice), Attitude-Toward-Class scale, and a cohesion scale, scores on which correlated with final grades. Analysis indicated that students clearly differentiated themselves into the three designated self-perceived types; however, the perceptive types were not significantly differentiated from each other, with the exception of the Objective Thinker for Category 5 (Evaluation of Others). Subjects were not different in their perceptions of the class-setting except for the Objective Thinker on the Danger/Safety subscale. Each self-perceived type also perceived different scores on cohesion. Self-perception, attitude toward class, and cohesion did not significantly affect class grade. Although there was little direct relationship among these three variables with final grade, the data encourage further exploration of self-perception and class climate.