The purpose of this study was to test the relative effectiveness of a linear and a context program in teaching some selected Persian words to English speaking people. A survey of the literature did not reveal studies closely related to the present study, but it revealed studies verifying the usefulness of programed instruction in general, and also some limited attempts made to set up programs for teaching Persian to Americans o There has been increasing attention by educators to programed instruction in the last fifteen years. The idea was also supported that there is a need in the United States for the study of some foreign languages, including Persian. Sixty subjects of both sexes were assigned randomly to either the linear or the context program. The programs included the same words, and they appeared in the same order in each program. The level of performance of students on three posttests given to them was the criteria for judgment of achievement. The amount of time each group spent on the program was the criteria for time comparison. The principal finding was that there was a significant difference in favor of the context program at the P < .05 level in terms of time spent. Females in the linear program received significantly higher mean scores on list meaning and overall posttest scores at P < .05 level.

The primary purpose of this study was to compare the relative effectiveness of two group counseling methods, a self-directed behavior change group and an experiential growth group, for increasing inner-directedness as measured by Shostrom's Personal Orientation Inventory, in college students who were differentiated, on the basis of a pre-treatment measure of inner-directedness, into internals and externals. A second goal was to compare the overall outcome of each method with a no-treatment control group. Pretest-posttest gain scores on the "I" scale of the Personal Orientation Inventory were obtained for a sample of 72 college students. The data collected were used to test five specific hypotheses which were developed from theoretical considerations. For internal subjects, the order of effectiveness of the treatment conditions was as follows (from most to least): Experiential growth group, self-directed behavior group, and a no-treatment control group. In comparison, the two treatment methods produced statistically similar results. This finding indicates that internals may become more inner-directed as a result of exposure to a variety of group-counseling approaches. For external subjects, the order of effectiveness of the treatment conditions was as follows (from most to least): Self-directed behavior group, experiential growth group, and no-treatment control group. In comparison, the two treatment methods produced significantly different results. This finding indicates that externals are more responsive to a cognitive-oriented, structured approach, than to an affective-oriented, less structured, member-centered approach. Group gain score means on a measure of inner-directedness were significantly higher for treated subjects than for control subjects. This finding suggests that group counseling is an effective method for increasing inner-direction in college students.