The attitudes of 52 evening college faculty members at three state universities were obtained through their descriptions of an ideal college student and a typical adult evening college student on an adjective check list. Results were reported in terms of personality profiles of the two student types, and significant differences were found on 19 of the 22 experimental scales used for analysis of the data. These faculty members had a generally less favorable attitude toward adult students than they had toward their ideal conception of a college student. Therefore, the general purposes of the study were achieved. Faculty attitudes could be assessed by means of a personality inventory, which discriminated between relevant concepts, and some expected differences between these concepts were found. THE PROBLEMIn an earlier study (5), the author investigated relationships between adult evening college students' needs for autonomy and succorance and their orientations toward learning, their preferences for certain teaching methods and styles, the students' satisfaction with their teachers' methods and styles, and academic achievement. Results of the study indicated that, from the students' point of view, their teachers' personality characteristics-as manifested by their behavior in the classroom-were very important to the students' satisfaction and success in the course work. These classroom behaviors may also be considered as an index to the teacher's attitudes.The purpose of the present study was to attempt to discover the attitudes of evening college teachers toward their students more directly, in terms of the same Adjective Check List (ACL) personality inventory, that had been utilized in the prior study of students. Since attitudes are widely viewed as a generalizing and patterning mechanism of the mind, there seemed to be validity in seeking a general faculty attitude toward students.

The language of Presidents Reagan, Nixon, and Kennedy is examined for imagery, emotional, and cause-and-effect linguistics. Imagery and emotion are associated with the right hemisphere of the brain, and cause-and-effect language is associated with the left. Reagan's language is relatively high on imagery, slightly high on negative emotion, and low on cause and effect. Nixon's language is similar to Reagan's but generally lower in emotion. Kennedy's language profile is quite different from that of the other two Presidents, in that Kennedy is high on cause-and-effect language, low on imagery, and relatively high on positive emotion.The language one uses is normally assumed to be a useful indicator not only of what one thinks but also of how one thinks. In the political world, while one's thoughts are sometimes obtuse and often camouflaged in marketable rhetoric, the rhetoric chosen to serve as the carrier of the message still indicates the patterning of thought underlying the message. Words, therefore, do not merely carry the message; they also tell us about the crafter of the message.In this article I set forth findings on the use of imagery, emotion, and cause-and-effect language of Presidents Reagan, Nixon, and Kennedy. A computer analysis of the language used in four press conferences by each President shows that the three differ in their language use. Neurolinguistic research and research concerning the asymmetrical performance of the two hemispheres of the human brain provide a conceptual framework within which to understand what one's language signals about how one thinks.

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