In recent years there has been an upsurge in the demand for program accountability. Program evaluation is often the prescribed procedure used to determine a program's effectivenss. During a program's evaluation, data on the program are gathered by program evaluators. However, in general, the evaluation data gathered are not used by program administrators. The purpose of the present investigation was to assess the impact of a procedure termed provisional analysis on increasing the use of evaluation data by program officials. Sixty-five volunteers from graduate courses in education and fifty-two volunteers from undergraduate educational psychology classes were randomly assigned to two groups: one experienced the provisional analysis procedure, the second was exposed to placebo data. All groups then took part in a simulation of an educational setting in which each participant was placed in the role of a newly appointed high school principal. The participants were given a letter from their superintendent which directed them to dismiss four of seven teachers at their school due to a decline in enrollment. Participants were then provided with personal and evaluation data about each teacher. The results in general reflected no differences in the degree to which those who had experienced provisional analysis and those who had not used and valued personal and evaluation data. The immediate implication was that provisional analysis, as administered, did not increase the use of evaluation data or the value placed upon it. Limitations of the present study and recommendations for future research were discussed. Several suggestions for altering the provisional analysis procedure have been advanced.

Two hundred male, Introductory Psychology students were tested using the A:L and SSS. Forty-two students were then selected using approximately the upper, lower, and middle 7'7 of the distribution of scores on the total SSS as cut-of: points. The Asch Conformity Test (ASCII) was then administered to each of those 42 subjects. It was hypothesized that high sensation seekers (based on total scale score, SSS) would behave in a nonconforming manner and that low sensation seekers would more readily conform to social pressures as measured by the ASCH. It was also hypothesized that when the effects of dominance and autonomy (as measured by the ACL) were discounted, the SSS would continue to predict nonconformity in the subjects. The results obtained through the use of Pearson product-moment correlations suggest that nonconformity is not significantly related to sensation seeking (as measured by the total SSS score). However, a significant relationship was found to exist between Thrill and Adventure Seeking ("AS, one of the SSS subscales) and nonconformity. '!hen the effects of dominance and autonomy (ACL) were eliminated through the use of partial correlations, TAS continued to predict nonconformity in the subjects.

During the past three decades there has been growing academic interest in the sociology of popular music. Social researchers have investigated the economic impact of music consumers as well as the emerging roles of agents, managers and promoters. Other researchers have explored the sociological implications of musical performance from the perspectives of performer and audience. While we have learned much about some of the roles that people assume within the music industry, there is one important role that has received little attention: the role of the sound technician. The purpose of this study is to identify and describe the social interactional processes that band members (musicians and singers) and sound technicians use to organize, produce and maintain the specific social reality of a live musical performance in a club or bar. This thesis focuses on the description of the patterns of social interaction that emerge during the performance production, the set up and sound check, and the performance maintenance of regional-level rock and roll bands and their sound technicians. Utilizing a qualitative approach to my research, I gathered the data for my study through participant observation. From August, 1989 through January, 1990 I observed eighteen bands during their set ups, sound checks and performances. My total sample consists of 118 band members (singers, musicians and sound/light technicians). These band members represent 110 men and eight women who ranged from nineteen to thirty-nine years of age. The seventeen sound technicians in this sample were men between the ages of twenty to thirty-six years. I combined field observations of the bands with in-depth interviews with forty-seven individuals. Analysis of the data yielded two distinct processes involved in the production of the performance (the set up and the sound check) and a plethora of subtle and not-so-subtle interactions between the band members on stage and their sound technicians which were designed to maintain the integrity of their performances. I also identified primary and secondary role sets of the sound technician. I discussed the importance of the sound technician's roles to the regional-level rock band. The analysis of my data established evidence that the musicians and singers in such bands develop patterns of reliance upon their sound technicians, and that these patterns of reliance seem to be related to the individual and collective expertise, knowledge and goal-orientation of the band members and the bands as entities. My analyses also suggested a group of criteria common to these band members' and sound technicians' patterns of interaction of practiced and perceived performance production and maintenance. These criteria organized themselves on five performance continua: professionalism, expertise, goal-orientation, reliance and self-definition. These continua reflected varying degrees of competence and ability within the bands' actions and interactions that facilitate the production and maintenance of their performances.

Research has shown that under certain conditions an organism will prefer to work for a reward rather than freeload for the identical reward. Length of barpress training, type of reinforcer, and strain of rat have all been shown to affect work behavior. Six Wistar and six Max Hooded rats were assigned to one of three treatment conditions. They earned either a water or a sucrose reinforcer for 5, 7, or 10 days. The rats were given two days of barpress shaping. Following barpress shaping, they completed 5, 7, or 10 days of barpress training. Training was followed by three days of choice testing in which the rat could continue to earn liquid reinforcer or receive it without work. Differences between the findings of the current study and previous studies were suggested as being due to different training procedures, different utilizations of the reinforcer sucrose, and preferences different strains may have for different reinforcers. There was a significant difference in the amounts of reinforcer consumed. Twice as much sucrose was consumed under all treatment conditions. Suggestions for further investigation included: a comparison of massed and distributed barpress training, exploration of the relationship between strain of rat and type of reinforcer employed, and a comparison of different presentations of sucrose.

The present research is an idiographic study of the moral development of six individuals at the highest stage of morality, Kohlberg's (1958, 1976) stage six. The subjects range in age from an 83 year old retired geography professor to a 21 year old bright college senior. The life of each individual was examined through a three to four hour semi-structured interview. Questions were designed to cover a wide spectrum of the individual's life, such as early family influences, religion, critical life events, and influential people and writers, while affording each subject the opportunity to tell his or her own story. The results are presented as case studies. Commonalities between subjects are discussed and related to Kohlberg's theory. The individual differences are impressive, although there are some commonalities. The subjects' backgrounds ranged from growing up in a southern, rural village to early life in a large northeastern city. The childhood homes and environments of each subject were also different. One home was described as a "concentration camp," while another was characterized as loving and supportive. In the development of their respective moral philosophies, some subjects drew upon the writings of unique writers, such as Emerson and Thoreau, while others drew upon religious teachings, communal experiences and drug experimentation. Generally, however, the subjects evidence a strong religious background and influence. They have achieved ego identity. They generally have liberal political outlooks. Concern for others is central in their moral philosophies. On the 16-PF, the subjects tend to be tender-minded, imaginatve, intelligent and self-assured.

This thesis has as its aim the investigation of the sociopsychological orientation of the people living in Southern Appalachia. To determine the attitudes of self-orientation of the Southern Appalachians, the present study includes, at the nearest level, the family, and then progresses out to the community, the region and the society. It is proposed that in comparison to the urban population, the rural population has a more favorable attitude toward familism, localism, and regionalism; that is to say, residents of the rural area have the orientation to care more for their family than the collectivity (i.e., the community), and they desire to remain in the region.

Organizations utilize groups frequently and extensively for problem solving and decision making. Research results indicate that training in group decision making improves the performance of groups on a variety of decision -making tasks (Erffmeyer & Lane, 1984; Hall & Williams, 1970; Nemiroff, Passmore, & Ford, 1976). Despite the heavy reliance of organizations on teams and the benefits of training in group decision making, there is a scarcity of research investigating the proper instructional mode (i.e., individual versus team) for group decision-making training (Denson, 1981; Goldstein, 1986). The results of studies investigating this problem have been inconclusive (Goldstein, 1986). Support has been found for both individual and team training (Denson, 1981). Wagner, Hibbits, Rosenblatt, & Schulz (1977) suggested the notion that the proper of instructional mode for group training depends upon the type of situation in which the group is required to perform. For "established" situations which are well defined and highly structured, individual training is suggested. In "emergent" situations, which are unstable and require large amounts of cooperation and communication between team members, team training is recommended. The present study compared individual, team, and no training on a group decision-making task. Team performance in an emergent situation was compared in terms of the quality of the decision made, time spent on task, acceptance of the decision, and satisfaction with group process and training. The results indicated that team-trained groups produced the highest quality decisions, followed by individually -trained groups, then no -trained groups. Team training was perceived as the most satisfying, followed by individual training, with no training being perceived as the least satisfying. Groups did not significantly differ on acceptance, time spent on task, or satisfaction with group process. The results of the present study help clarify previous research investigating group training. The present findings suggest that team training is the most appropriate instructional mode for groups working in emergent situations. Additionally, the findings suggest that workers will be more satisfied with team training than with individual training. Further research investigating the appropriateness of individual and team training in a variety of situations needs to be conducted to lend support to the present findings.

In the past, sociological literature has focused on the effects of professional socialization and its influence in the development of work orientations and its conduciveness to homogeneity within a profession. The "process model" served as the conceptual framework for this thesis which proposes that professions are segmented. The present author considered the social work profession as being segmented and was concerned with possible factors which contributed to such segmentation. The focus of this thesis is to explore the influence of various sociodemographic variables such as age, sex, social class, marital status and parenthood, in addition to work and educational experiences upon the work orientations of social work recruits entering graduate school. The diversity of social workers' backgrounds were expected to be one explanation of the segmentation within the social work profession, which has its roots in the diverse perspectives recruits bring to this field. The sample consisted of all 118 first year students entering schools of social work in Tennessee. Pretested questionnaires were administered during the first week of school. The thesis employed seven predictor variables and the dependent variable, work orientation, had three components: characteristics important in a job, attitudes toward clients and professional identification. These three dependent variables were divided into two categories: intrinsic and extrinsic. Individuals with work orientations defined as intrinsic would be characterized as those who expressed an interest in their clients' opinions of their work and desired freedom from supervision in a job, as opposed to those individuals with an extrinsic work orientation who were more concerned with monetary rewards and recognition from their colleagues. The independent and dependent variables were cross tabulated and output in the form of percentage tables was analyzed. In addition, the Multiclassification Analysis Program was utilized in order to gain an understanding of the relationships between each predictor variable and each component of the dependent variable. The findings concerning characteristics important in a job, the first component of the dependent variable, indicated that social class was the most powerful explanatory variable followed by work experience and parenthood. It appears that a composite of social background and life experience variables best explain this aspect of work orientation. Work experience in a Department of Public Welfare was the most important predictor of students' attitudes toward clients while parenthood and age ranked second and third. The last component of work orientations to be examined was professional identification and the findings revealed that marital status and sex proved to be the most powerful predictor variables followed by social class. In summary, work orientations is multidimensional and the types of predictors influential in the development of one particular aspect or component of work orientations are diverse. Concerning the dependent variable characteristics believed important in a job, early influences in life, or social origins, in conjunction with later life experiences, such as work and marriage, proved to be the major determinants. However, later life variables, work experience and parenthood, were the dominant forces in determining attitudes toward clients while a composite of both social origins and life-experience variables, sex and marriage, influenced the social work recruits' reference group. Age was not found to be a strong determinant upon any dimension of work orientation but may have reflected the influence of other Later life variables.. Undergraduate major was the least influential of all the predictor variables examined suggesting that educational experiences do not abrogate the effects of early socialization or later life-experience factors. The Jesuits of this exploratory study of work orientations suggests that other variables besides educational background are important in the development of work orientation and indicate that there is need for additional research concentrating upon the effects of pre-professional socialization.

Literature on adult sex-roles and androgyny, the stages of adult personality development, and the effect of marital status on personality and sex-roles was reviewed. Since no research had been reported previously using the Bern Sex Role Inventory to measure differences in adult sex-roles related to age and life-situation, the present study was undertaken. The Bern Sex Role Inventory was administered to 69 men and 137 women who were enrolled in upper level education and psychology courses at Western Kentucky University. The subjects were classified into three age groups and two life-situations related to marital status. The results provided no support for the hypothesis that differences in adult sex-role self-concept are related to differences in age an suggested that adult sex-role may tend to vary as a function of life-situations, such as marital status. Possible interpretations of the data were suggested, and directions for future research were proposed.

The success of the therapeutic use of music in various institutions and other research settings has pointed to the possibilities of using music to reduce anxiety in high anxiety subjects representing the non-institutionalized segment of the population. Ten sections of introductory psychology students (N=321) were randomly assigned to one of four treatment conditions or the control group. Forms A and B of the Eight State Questionnaire (8SQ) were administered in a counterbalanced fashion prior to and following the music (or no music) treatment. Results proved to be statistically non-significant. However, there appeared to be a trend for sedative music to have some anxiety reducing effect upon high state anxiety subjects. Implications of the study and a need for research investigating the effects of music on simultaneous psychological and physiological measures of anxiety were dis.cussed.