The psychologist studies all aspects of communication at all levels. His emphases vary from the application of knowledge for the improvement of communication to the development of new knowledge about it. The communications revolution in no small part reflects his contributions.

As early as 1920, teachers in higher education began to search for methods to improve the quality of teaching at the undergraduate, graduate, and professional levels. As they viewed the thought and effort that were being put into the improvement of teaching at the elementary and secondary levels, they felt that corresponding concern ought to be exhibited on the higher levels. Today, almost a teaching generation later, the need still exists.

The public school has an important function: that of teaching immigrant children the vernacular together with the values and customs of the new culture. With the arrival of an increasing number of Puerto Rican families in metropolises of the United States, the problem has re-emphasized for the public school the importance of orienting newcomers not only to the language but also to the values and customs of the culture.

EVER since Binet pioneered modern intelligence tests they have been criticized. Few parents and fewer scientists ever criticized the tests because some children made high scores on them, but many have been concerned because some children got low scores. The scientifically oriented psychologist, of course, sought reasons for such low scores. Even Binet recognized that low scores may result because some children lack some kinds of experiences. Since then others have found that low scores may be attributable to different cultural emphases—what a culture considers important or what a culture rewards. Many psychologists believed (and still do believe) that a child's intellectual performances, for the most part, are due to his genetic equipment. New reasons to reconsider the argument are given in the recent Intelligence and Cultural Differences.

We have entered into a fascinating study of the mental and emotional growth and developmental nature of people at an age about which very little is known. The studies referred to in this article have already revealed much that should be of significance to those who are preparing for later maturity and to those leaders who will attempt to provide them with guidance and consultation.

Readable writing will not be guaranteed by writing to the formulae, but writing will be more readable whenever the blocks between the writer and his audience are reduced.

This bibliography is an extension of the one published to celebrate Dr. Thorndike's fortieth anniversary as a professor at Teachers College.

Educators recognize the value of education for increased earning power. They also recognize the value of education for increased knowledge. But, educators do not realize the value of education for increased mastery of the abilities measured by intelligence tests.

A description of the Thorndike-Lorge Reading Test. The Thorndike-Lorge Test is planned as a general test of silent reading comprehension. It includes all the important factors in silent reading with reasonable weight for each factor.

Words are among the most important symbols around which the body of organized meanings is developed. The sheer number of different words a person understands, or better, the number of different meanings of different words he understands, provides an estimate of the value of that person's body of organized meanings.

The readability of a text depends upon the kind and number of ideas it expresses, the vocabulary and its style, and upon format and typography. The variables used to predict readability are aspects of the text, e.g., vocabulary load, sentence structure and style, and interest.

A discussion regarding the reading comprehension of adults. Advertisers, publishers, and educators of adults can prepare material at levels corresponding to the reading level of the average thirteen- or fourteen-year level with the expectation that more than two-thirds of adult readers will comprehend it.

Today, for the word measurement, schoolmen substitute evaluation and appraisal. The difference between measurement and evaluation, however, is more a matter of scope and extent than it is of kind.

Much of Thorndike's research since 1925 has been concerned with the psychology of learning of adults. The author discusses this research.

The growth of the adult education movement within the last decade has offered a challenge to psychology—a challenge to provide a basis of fact for an adult pedagogy commensurate with the informations available for the special methods in elementary and high school instruction. This challenge gives the psychologist an extremely difficult assignment, difficult because the laboratory facilities that are available for ascertaining the facts of child and adolescent psychology are available less often for determining the facts and principles of adult psychology.

Vocational guidance has reached the rural high school. An increase in the number of schools accepting the guidance function may be as much a reflection of the promotion of the movement by interested institutions and organizations as it is of the need for guidance by the younger of the human resources of the nation. The quality of much of the work in guidance in these rural communities may be open to criticism.

A discussion of the English Semantic Count. The English Semantic Count is based upon the Oxford English Dictionary as the authority for English word meanings.

The authors have made a count of all the words outside the first or most used 2500 of the Thorndike list of 20,000 found in a random sampling of a million words in the Encyclopedia Britannica, made up of fifty selections of 20,000 words each. They have recorded in the case of all such words beginning with A, B, C, J, K, L, M the number of selections or "sources" as they shall call them in which the word appears and the number of times it occurs in each.

Vocational guidance is in danger of making a virtue of charlatanism. If, in spite of proof of the impossibility of vocational guidance, counselors continue to concoct undemonstrable predictions, and continue to claim an impossible panacea for youth's maladjustments, and continue to pretend to wonderful knowledge, they will be charlatans—charlatans no less than the phrenologists who claim to read character; charlatans no less than the physiognomists who claim to discover potential criminals.