This study examined the effects on the long-term retention of incidental and relevant material of prequestions of high and low arousal potential. The subjects were divided into four treatment groups (high, low, exhortation, and control). All subjects read the same 19-paragraph article and took a retention test 1 week later. Results were in the predicted direction with the high-epistemic-curiosity-arousing-prequestion group scoring highest on the test. Although an analysis of variance showed no overall treatment effect, a Dunnett test revealed that the high-epistemic-curiosity-arousing prequestions facilitated learning significantly more than did no prequestions. A t test revealed that the prequestion groups retained significantly more relevant than incidental material. Results were discussed in terms of the effect of question type (degree of curiosity arousal) and question relevance on retention.

180 student teachers were administered 2 Guttman scales of rejecting attitude toward the mentally ill. These scales, social tolerance and suggested help source, were based upon 10 behavior descriptions (5 types X 2 sexes) and correlated -.59 with each other. Both the level of tolerance and the comprehensiveness of suggested help sources were hypothesized as a function of the case type, case sex, and respondent sex. Case type was a significant variance source on both scales, and the social visibility, rather than the pathological severity, of the cases was the apparent correlate of Ss' reactions. In addition, a significantly larger number of help sources was suggested for male than for female cases in each case type. No interactions among the 3 factors were significant.

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