In conditional-discrimination procedures with three sets of stimuli, A, B, and C, three stimuli per set (A1A2A3, B1B2B3, and C1C2C3), subjects (children and adults) learned to select Set-B and Set-C comparisons conditionally upon Set-A samples (A1B1, A1C1, A2B2, A2C2, A3B3, A3C3). If the conditional-discrimination procedures also generated equivalence relations, three 3-member stimulus classes would be demonstrable, A1B1C1, A2B2C2, and A3B3C3. In addition to these three sets, the present experiments used three other sets of stimuli--D, E, and F. The subjects learned to select Set-E and Set-F comparisons conditionally upon Set-D samples (D1E1, D1F1, D2E2, D2F2, D3E3, D3F3). This established a second group of three 3-member stimulus classes, D1E1F1, D2E2F2, and D3E3F3. In all, two groups of three 3-member classes were established by teaching subjects 12 conditional discriminations. The two groups of 3-member classes were then combined (successfully for 5 of 8 subjects) into a single group of three 6-member classes by teaching the subjects three more conditional relations (E1C1, E2C2, and E3C3). With three other children, enlarging the classes one member at a time also produced 6-member classes. As a consequence of class formation, 60 untrained conditional relations emerged from 15 that had been explicitly taught. Six of the subjects also proved capable of naming the stimuli consistently in accord with their class membership, but two subjects demonstrated class formation even in the absence of consistent naming.

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all new entering freshman were asked to participate in a testing program that included the School and College Ability Test, the Strong Vocational Interest Blank, and the Omnibus Personality Inventory. Results from 106 Japanese-Americans, 236 Chinese-Americans, and all other students were analyzed and compared to one another. The findings supported our hypothesis that these two ethnic groups differ from all other students in the same direction because of similar cultural values. However, Japanese-American students consistently occupied an intermediate position between the two other groups on all three measures. Some form of differential acculturation due to historical and political circumstances has occurred between the two ethnic groups.

were asked to participate in a testing program that included the School and College Ability Test, the Strong Vocational Interest Blank, and the Omnibus Personality Inventory. Approximately 236 Chinese-American students were identified and compared to all other students. The results indicated that Chinese-American students (a) scored higher on quantitative and lower on verbal and combined sections of the ability test; (6) tended to be more interested in physical sciences, applied technical fields, and business occupations, and less interested in social sciences, aesthetic-cultural fields, and verbal-linguistic vocations; and (c) were more conforming, less socially extroverted, preferred concrete-tangible approaches to life, and experienced greater emotional distress than other students. These differences were discussed in relationship to the subcultural values of the Chinese-American.