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A questionnaire regarding attitudes toward science and scientific knowledge (Yager & Yager, 1985b) was administered to 143 intellectually gifted (IQ > 130) and intellectually average third‐, seventh‐, and eleventh‐grade students. Measures of internal reliability on four attitude subscales and a content knowledge subscale are reported. Three‐way ANOVAs comparing grade, sex, and ability revealed significant differences between average and gifted students in attitudes toward being a scientist, usefulness of science, and, as might be expected, in knowledge of science. Similarly, there were significant differences between grades on attitudes toward teachers and toward science classes, with the most favorable attitudes expressed in third grade, next most favorable in eleventh grade, and clearly more negative attitudes expressed by students in seventh grade. There also was a significant interaction between grade level and ability regarding attitudes toward science classes. In contrast to what might be expected from reported differences between males and females in attitudes toward science, gender as a separate variable did not have a significant main effect in any of the comparisons.

Introductory psychology textbooks present limited and often confusing coverage of research methods. One common flaw is the failure to distinguish between data collection procedures (e.g., self-report and observational strategies) and research design (e.g., experimental and correlational procedures). Although many texts list various research tactics, a multidimensional format better covers the array of combinations. To provide a comprehensive and understandable coverage of research strategies for psychology students, we present two cubes that delineate separate dimensions for data collection procedures, research designs, and research settings. One cube (a 4 × 2 × 2 model) covers most traditional group designs, and a second cube (a 2 × 2 × 2 model) covers most individual subject designs. Illustrative examples are provided for studies in each cell of these cubes. Suggestions are included for using these models in instruction.

As part of t,he study of the verbal behavior of therapists, a list of words was needed which would include most of the common descriptions of emotional reactions or feelings.' As far as the author could determine, no such list was available in the literature and it was therefore necessary to compile one. The development of this list was rather time consuming and it is therefore reproduced here for the convenience of anyone interested in a list of words descriptive of feelings.To develop the list, four clinical psychologists were asked to write all the words they could think of which describe feelings. This list was then supplemented by looking up these words in a Thesaurus and adding to the list all related words that described emotional reactions. These two procedures produced 434 words directly referring to affective reactions which are given in Section 1 below. A second group (Section 2 ) was also compiled of 64 words which referred to the illicitation of, or implied the presence of, a specific emotional response.Because of multiple meaning, some words were included only when used in a particular context, e.g., when preceded by the words "felt", or "feeling of being". In Section I, where relevant, the context is specified by indicating in parentheses those other words which had to be associated with the word in question for it to be classified as having an affective reference. To save space the associated context words are abbreviated, with the meaning of the abbreviation given a t the end of Section 1.In Section 2, some words were included only if they referred to, or implied, a reaction by a person. Two examples of such words are "calm" and "upset". In the list, such words are designated by an asterisk. Two asterisks following a word indicate its inclusion in Section 2, except when it is used in a context qualifying it for Section 1.