A group discussion program was offered to 89 parents of children in 10 public school learning disabilities classes, and correlates of attendance were explored. Higher family educational levels and more frequent parent‐initiated telephone contacts with teachers were associated with attendance at the parent groups. The implications of the findings for parent programs are discussed.
An experiment was conducted to investigate variables which affect a communicator's attribution of freedom to a communicatee. A communicator delivered a communication to a communicatee who reacted either favorably or unfavorably. Further, the communicator expected to have to deliver
a subsequent communication either to the same communicatee or to a different communicatee. As predicted, greater freedom was attributed to the communicatee (1) when the reaction to the communication was favorable than when it was unfavorable, and (2) when a subsequent communication was to
be directed toward the same communicatee than when it was to be directed toward a different communicatee. These findings were discussed in terms of a person's need for compliance and the role of the attribution of freedom in serving this need. The study also provided evidence about the
relationship between the attribution of freedom and liking.
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