The Metropolitan Readiness Test, 1964 edition, Form A, was administered to forty children who were enrolled in kindergarten classes in Logan, Utah, during the school year 1967-1968. Twenty of these children (nursery attenders) had attended the Utah State University Child Development Laboratory for at least two, but not more than three quarters with at l east half of this nursery experience being during the year preceding kindergarten. The other 20 children (non-attenders) had not experienced any type of pre-school or day care program prior to kindergarten. The two groups were matched by pairs on age, sex, kindergarten teacher and socio-economic level of the father. The sample of 40 included 12 pairs of boys and eight pairs of girls. The primary null hypothesis was rejected because the nursery attenders did significantly better (to the .05 level) on the Metropolitan Readiness Test than the non-attenders. In analyzing this result, sex was found to be an important variable. The boy nursery school attenders did significantly better (to the .01 level) than the boy nonattenders on the Metropolitan Readiness Test. There was no significant difference between the scores of the girl nursery attenders and the girl non-attenders although the nursery attenders tended to score higher on the Metropolitan Readiness Test. However, the secondary null hypothesis was held tenable. The variables of mother's education, mother working ouside of home, number of chi ldren in family and birth order position were not found to be significantly related to readiness.

The purpose of this study was to examine a sample of LDS (Church of Jesus Christ of Latter-day Saints) adolescents from 9th - 12th grade to analyze how they spend their time on a given Sunday. The intent of the paper was to determine if adolescent time use was influenced by such independent variable as gender, age, living arrangements, work, school, perceptions of their family, and what time of the day the youth attend Sunday meetings on a specific Sunday. A questionnaire was given to 272 students who attend released school time seminary at a particular high school in Utah. Each student in the sample provided information relative to themselves and their family. They also provided information as to what they mostly did during 15 minute increments for a 24 hour period starting at midnight Saturday night and going through midnight on Sunday night. They were given 28 different items of time use common to adolescents and then were asked to determine what they did most during each 15 minute increment on the Sunday being examined. Simultaneously another similar study was being performed by another graduate student, at an alternative high school in the same area as this study, and the same questions concerning time usage were asked. Some of the most striking differences in time usage were that the alternative high school students spent far less time attending church and doing homework for school, and much more time working for paid employment, socializing with their friends, and using drugs and alcohol. Some of the most significant findings of the study include: 1) males spent considerably more time watching TV and videos, hanging out, cruising and being with friends, working, and playing athletics whereas the females spent more time with personal grooming, talking on the phone and studying school assignments, 2) the time of day when church meetings were held did not influence significantly now when church meetings were held did not alter significantly the number who attended their Sunday meetings, and 3) the perceived degree of family strengths held by the youth did not alter significantly how they spent their Sunday time. Other significant findings include: 4) those youth over 16 spent more time with friends out of the home, less time watching TV and videos, and more time doing paid employment on Sunday, 5) youth who live with both parents spent more time doing school assignments and attending church meetings and 6) those adolescents who work on Sunday spent an average of almost two and a half hours working on Sunday, and they watched TV and videos more and spent less time with their family.

The purpose of this study was to investigate the degree of similarity or differences between the attitudes of high school and college females toward family life and children. Data for this study were collected by administering a standardized questionnaire with 35 items to both groups of students. The students' responses were evaluated and each question analyzed separately. The findings of this study indicate that the responses of the college sample were more realistic than for the high school sample. Also the high school sample appeared to have more glamorous expectations of marriage than did the college sample.

Recent research studies indicate the importance of sensory input in the development of perceptual skills. Learning the alphabet, an abstract symbol system, is considered a perceptual task. The major purpose of this investigation was to determine the effect of a visual experience reinforced by a sensori-motor experience in improving the ability of kindergarten pupils to perceive the configuration of alphabet letters and the order of these letters in a word. Two separate kindergarten classes were selected as the experimental and control groups. The learning task was individualized through the use of each subject's own name. Each subject in both groups was provided a daily visual perceptual experience with his own name through the use of a visual model card. In addition, each school day during the twelve day program, the experimental group received approximately five minutes of sensori-motor experience with the alphabet letters in their own names to tactfully reinforce the visual experience. The results of the data collected indicate that the Ss in the experimental group showed greater improvement scores than the control group. On the positioning task, the experimental group showed a 6. 3 per cent greater improvement score at level I and a 8. 3 per cent greater improvement score at level II. On the ordering task, the experimental group showed a 13 .9 per cent greater improvement score at level I and a 30. 6 per cent greater improvement score at level II. Subjects performing at level I worked with their first names and subjects performing at level II worked with their first and last names. The hypotheses were supported. The use of three dimensional moveable alphabet letters to build their own names increased the subjects perception of these abstract symbols through increased visual tactual sensory input.

Eighty-four adolescents responded to the survey administered for this study. Thirty-eight members were from the nonadjudicated community sample (e.g., from a semirural Utah community); 46 members of a juvenile court adjudicated group (e.g., juveniles from Cache County, Utah, who were currently on probation) also responded to a paper-pencil survey asking about protective/deficit factors and involvement in problematic behaviors. Results illustrate the differences in levels of protective/deficit factors and problem behaviors attained between these two convenience samples for a number of variables. The findings showed that the nonadjudicated group consistently reported higher levels of protective factors and lower levels of problem behaviors than did the adjudicated group. The nonadjudicated group showed some interesting differences and similarities for each of the specific protective/deficit factors and problem behaviors when compared to the adjudicated group. Few differences in the attainment of protective/deficit factors and problem behaviors were found within the samples by gender. Parents' current marital status as intact (e.g., both natural parents were married to each other) showed a consistent relationship to an adolescent's status as either a member of the adjudicated or the nonadjudicated groups. Similarly, parents' current marital status showed a correlation to protective/deficit factors and problem behaviors exhibited in youth. Religious affiliation also illustrated important relationships between the two samples. The findings showed that the Latter-day Saint (LDS) or Mormon nonadjudicated sample had attained statistically signifi cantly higher amounts of protective factors and statistically significantly lower amounts of problem behaviors. Similarly, a comparison of the Mormon adjudicated and the non-Mormon adjudicated groups revealed that the Mormons in the adjudicated group had attained statistically significantly lower amounts of problem behaviors but not statistically significantly higher amounts of protective factors. Adolescents in both samples were similar in their choices to take a problem to an older sibling, an adult friend, or a grandparent. The nonadjudicated san1ple was statistically significantly different than the adjudicated sample in reporting their choices to take a problem to a parent/stepparent or a religious leader/teacher.

A self-selected sample of232 newlywed husbands and wives in Utah was surveyed to assess marital satisfaction, marital adjustment, and problematic areas during the first few months of marriage. The study utilized the Kansas Marital Satisfaction Scale (KMSS) and the Revised Dyadic Adjustment Scale (RDAS), in addition to a list of30 potential problematic areas created by Creighton University to measure these constructs. Although the majority of the newlyweds in this sample were fairly satisfied and well adjusted, II% of both husbands and wives scored in the distressed range on the RDAS, signaling that the first few months of marriage can be a time of tension and strain for some couples. Many demographic and interactional history variables were tested as to how well they predict marital satisfaction and marital adjustment among newlywed husbands and wives, and only husbands' religiosity and whether a child was brought into the marriage were significant predictors of both husbands' and wives' marital satisfaction and marital adjustment scores. The most problematic areas for both husbands and wives were balancing employment and marriage and the presence of debt brought into marriage. When regression analyses were carried out that included demographics and problematic areas, a high degree of religiosity among husbands and wives was the strongest and most consistent predictor of marital satisfaction and marital adjustment. However, it was the problematic areas in the relationship that accounted for the majority of the variance in marital satisfaction and marital adjustment scores, rather than the demographic variables alone. Thus, it appears that the demographic variables affect the likelihood that various marital problems would arise, which, in tum, increased the likelihood of lower marital satisfaction and marital adjustment among both husbands and wives. These findings suggest that educators and others helping engaged couples and newlyweds should focus more on the problematic areas that often arise in marriage, which are noted in this study, rather than the demographic and interactional characteristics couples bring to the marriage. Moreover, it is suggested that marriage education strategies be centered on engaged and newlywed couples to assist them in adjusting to the new roles and expectations they encounter.

The purpose of this study was to identify the individual, familial, and child-care characteristics related to children's perceptions of their nonparental child-care environments. One-hundred seventy-five children, their families, and child-care providers participated in this study. Children attended one of three forms of child care: large center-based child-care settings, home-based child-care settings, and a preschool. Correlates of children's perceptions of their child-care experiences came from variables classified into six categories: individual child characteristics, family structure, family processes, previous child-care experiences, child-care structure, and child-care processes. Children's perceptions were elicited through the Child Care Game Assessment (CCGA), a role-playing game-like experience for 4- and 5-year-old-children. The CCGA's 59 items were divided into four subscales: discipline, negative provider behaviors, the quality of time spent at child care, and the suitability of the setting. Theoretically, interactions between children and their care providers (including parents and nonparental care providers) la id the foundation for children's developing personal premise system, or what they believe others think of them and what they expect from others. The CCGA, while not a direct measure of the personal premise system, was a valuable resource in defining what children need to develop a confident personal premise system. It accomplished this by defining the variables that have the most influence on their child-care perceptions. Results indicated that children attending the different forms of child care did not differ in their perceptions of child care, nor did their previous child-care experiences make a difference. Individual characteristics, family structure, family processes, childcare structure, and child-care processes did correlate with children's perceptions. Variables measuring aspects of the child-care settings accounted for more variance in children's perceptions than variables classified in the family categories. The child-care variables also provided evidence that children's personal premise system is influenced by the child-care setting and provider. The theoretical implications of the results are discussed and a rationale for the significant and nonsignificant results is proposed. Implications of the study for childcare providers, parents, researchers, and policy makers are also discussed.

The purpose of this study was to determine if the mothers' feelings of self-esteem influence her attitudes toward child behavior. Two groups were studied: One group of mothers who were receiving psychotherapy, and one group who were not. Data for this study were collected by individually interviewing twenty-five mothers who were receiving psychotherapy and twenty-five mothers who were not. The mothers were presented a standardized questionnaire with thirty-five items. The mothers' responses were evaluated and the two groups were compared. The findings of this study indicate that the mothers' feelings of self-esteem do influence her attitudes toward child behavior and that there is a difference in attitudes between mothers receiving psychotherapy and those who are not.

This study measured the effectiveness of watching a motivational videotape and completing one semester of peer tutoring on changing high school students' attitudes towards their peers with disabilities. Attitudes were measured with the Scale of Attitudes Toward Disabled Persons (SADP), administered to classrooms in two randomly selected high schools before and after viewing the video. The SADP was administered to a different sample of students before and after completing one semester of tutoring peers with disabilities. Peer tutors also completed one-page weekly journals. Responses from all participating students were compared between the pre- and postassessments using paired t tests. Seven attitudinal scales were derived from a factor analysis of the 24 items that compose the SADP. Two of the subscales (self-determination and community) were statistically significant, both in a positive direction for the treatment groups. The self determination subscale assesses attitudes about whether people with disabilities are competent. The community subscale assesses attitudes toward group homes in residential areas. Results from the videotape treatment group only were similar, with statistical significance for the same measures, while with the peer tutor group, statistical significance was found only with self-determination. Two questions were included on the SADP about intentions to peer tutor. After participating in the videotape treatment, the percentage of students willing to peer tutor increased, the number of students who were not willing to peer tutor decreased, while the students who were ambivalent stayed about the same. Females were found to be more accepting of people with disabilities, scoring higher than males on positive attitudinal measures and lower on most negative measures. The peer tutor journals provided a more in-depth examination of student attitudes. Peer tutoring increased comfort levels around people with disabilities for some students. Some students felt better about themselves. Several tutors reported that they became friends with the people they were tutoring. A few students expressed frustration with the person they were tutoring. Others wrote comments about how their perceptions of what people with disabilities can do changed positively.

A qualitative study was conducted to better understand how marriage and family therapists use homework directives in their work with couples. Eleven therapists of different marital therapy orientations were interviewed. Remarkably, all of the therapists reported using clinical homework directives in their practice with couples, including those clinicians who primarily identify themselves with psychodynamic models- -models that do not typically include homework in their constructs. Four themes emerged as to why homework is given: (a) to augment or extend the therapy session outside of therapy, (b) to help the clients focus on the therapy process between session, (c) to assess client problems or dynamics for the therapist and the client, and (d) to communicate clients' responsibility for change. Themes concerning the types of homework clients used are (a) behavioral--specific physical actions to do between sessions; (b) communication exercises; (c) writing assignments; and (d) combinations of behaviors, communication exercises, or writing assignments. Results also indicate that most of the therapists in the study subscribe to more than one model of therapy in their clinical work with couples.