PERSONAL BIOGRAPHIC RECORD-KEEPING:

A Sample Bibliography of Materials

Dr. Miles JacksonÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Dian Nahl

LS 601Ê Introduction to ReferenceÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ November 27, 1979

ãA Plan for a Bibliographyä

TABLE OF CONTENTS

I. Introduction························..1

II. Sample Bibliography····················.·3

III. Search Techniques······················7

IV. Conclusion·························11

Footnotes·························.13

Table of Subject Headings Used·················14

Sources Consulted······················.15

I. ÊÊÊÊÊÊÊÊ INTRODUCTION

ÊÊÊÊÊÊÊÊÊÊÊ I planned this bibliography for use by any person interested in systematic biographic techniques beyond the diary approach to documenting individual life history. The value of self-monitoring is currently being explored in various academic and community settings.â Hence, we can expect the literature to grow, adding new dimensions to current subject headings, and adding new terms as the topic enlarges, integrating into the existing body of literature a developing topic presenting new methods, techniques, and theories relating to recording the biography of individuals. As people become interested in what they can gain through systematic monitoring and recording of various aspects of their daily life, i.e., biographic observaÐtions, more and more solutions and applications will occur in response to the creative force: ãKnow Thyself, 0 Man.ä²

ÊÊÊÊÊÊÊÊÊÊÊ

ÊÊÊÊÊÊÊÊÊÊÊ The topic may be characterized by the following descriptive list of criteria I used to delimit my topic: self÷monitoring, monitoring and reporting on others, use of forms and formats for communication to self and/i others, personal record-keeping practices, recording biography, how-to÷do÷it instructions for using formats in community life, discussion on structure and function of forms, form design. (See also Table of Subject Headings, p.14.)

ÊÊÊÊÊÊÊÊÊÊÊ

ÊÊÊÊÊÊÊÊÊÊÊ There are no existing bibliographies in the area of the topic I have represented here. The scope and arrangement is presented in five categories:

I.ÊÊÊÊÊ Self-Feedback and Self÷Enhancement Formats

II. Analysis of Structural and Functional Properties of Forms andÊÊÊÊÊÊÊ

ÊÊÊÊÊÊÊÊÊÊ Formats

III.ÊÊÊÊÊ Participant-Observer Formats: For Use by Professionals in Studying Behavior of Others

IV.ÊÊÊÊ Self÷Report Formats: For Use by Professionals in Studying Behavior of Others

V.ÊÊÊÊ Journals Reporting Research in Biographics

These five categories were discerned by me after going through the process of looking for material reflecting the interest in this type of bibliography. Though not reflected in the sample, some categories are much larger than others, as well, the categories are graded primary, secondary, and tertiary. Category I is primary because it reflects the thrust of new methodology, while it has a lower density of actual entries in the literature. Category II is primary because it reflects a new aspect of methodology, that aspect which serves a taxonomizing function, while it is quite low in density currently. Category III is secondary because it reflects current popular methods, and naturally, has a high density in the literature. Category IV is secondary for the same reason as Category III, and has an enormous density due to the proliferation of psychological testing during the past decades. I included Categories III and IV in order to reflect the contrastive features of current versus new (I) methods in recording and reporting biographic information and functional uses of such information. Category V is tertiary because it reflects arenas for the presentation of research reports in the topic area.

ÊÊÊÊÊÊÊÊÊÊÊ

ÊÊÊÊÊÊÊÊÊÊÊ I used these five categories to specify the topic as I found it currently represented in the literature. The types of sources are currently limited to books and articles, however, oral formats could be included, such as oral history recordings, or individual taped observations or transcripts.

I.ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ SELF-FEEDBACK AND SELF-ENHANCEMENT FORMATS

HQ728 ÊÊÊÊÊÊÊÊ Bach, George Robert and Peter Wyden. The Intimate Enemy: How to

B33 ÊÊÊÊÊÊÊÊÊÊÊÊ Fight Fair in Love and Marriage. New York: William Morrow and Co., Inc., 1969.

Fight training manual for couples. Identifies and categorizes various fight strategies of human interaction, provides a frameÐwork for observing and altering strategies.

HM291ÊÊÊÊÊÊÊ Bales, R.F. Interaction Process Analysis:ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ A Method for the

B25ÊÊÊÊÊÊÊÊÊÊÊ Study of Small Groups. Cambridge, Mass.:ÊÊÊÊÊÊÊ Addison÷Wesley, 1950.

A field theory method using participant÷observation techniques to observe and record group dynamic behavior. Formats are specified for mapping group interaction along particular features.

BF353 ÊÊÊÊÊÊÊÊ Barker, Roger C. Ecological Psychology:ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Concepts and Methods for

B3ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Studying the Environment of Human Behavior. Stanford, Calif.:Ê Stanford University Press, 1968.

A field theory of behavior analysis-for settings, presents a method for observing, mapping, and quantifying setting parameters.

ED151014ÊÊÊÊ Daly, Elizabeth A. ãUsing Student Journals to Individualize Instruction.ä Bethesda, Md.: ERIC Document Reproduction Service, 1977.

Students used specified journal formats as part of their work in a practicum course. The discussion centers around the benefits to the student of keeping track of their experience in the areas of ãindependent thinking, creative writing, examination of beliefs and values, cognitive, affective, and psychomotor domains.ä The author believes that learning is enhanced through keeping track in the journal format.

Holman, Jacqueline. ãFacilitating generalization of on÷task behavior through self÷monitoring of academic tasks.ä Dissertation Abstracts International, 1978 (Jan), Vol. 38 (7÷A), 4047.

ÊÊÊÊÊÊÊÊÊÊÊ This is a report on a study done in 3 experiments by the author concerning the effects of self÷monitoring of student behavior, specifically in a classroom task group, setting. Training in self÷monitoring was provided prior to the test situation. The author hypothesizes that learning is enhanced with training in and use of self÷monitoring records for academic work.

James, Leon A. and Barbara Y. Gordon. Social Psychology:

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Studying Community-Building Force.. Psychology Department,

University of Hawaii, 1979.

Lecture notes prepared for Social Psychology 222 (2), Fall 1979 Community-Classroom at the U.H. Manoa Campus. The authors .present and implement during the course, a natural history~â method of observation used by the students to ãwitnessä and report on specified areas of their own and the class communityâsâ ãdaily round.ä Formats for recording, reporting, and analyzing the observations are given.

ED153918Ê ÊÊÊÊÊÊÊ Northwest Regional Educational Laboratory. ãStudent Record of Community Exploration.ä Northwest Regional Educational Laboratory,â Portland, Oregon. Bethesda, ND: ERIC Document Reproduction Service, 1977.

Students participated in a program allowing them to participate in and observe the daily routine of selected jobs in their community. Forms for keeping track of their experience were used as ãa diary of experiences.ä Discussion centers around -the entries on the forms and their relevance to getting to know the job in the process of ãexploring specific jobsä to give a more solid basis in career choice.

ANALYSIS OF STRUCTURAL AND FUNCTIONAL PROPERTIES OF FORKS & FORMATS

ED139122ÊÊÊÊ Alvir, Howard P. ãWorkshop on Management by Objectives. Forms to be Filled out at the Workshop.ä Bethesda, MD: ERIC Document Reproduction Service, 1977.

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Forms used in implementing a program called ãManagement by Objectivesä are presented. The structural and functional features of the forms are discussed. The program is designed to be imÐplemented in varied office, bureau, institutional, school, or community settings. Directions for forms are included. Papers discussing the MBO Program more extensively may be found in ERIC, ED116045 and ED125126.

Bostwick, B.E. Resume Writing:Ê A Comprehensive How To Do It Guide. Somerset, New Jersey: John Wiley & Sons, 1976.

Presents 10 types of resumes, each with specifications and samples. Includes a glossary of rŽsumŽ language. Discusses when to use a particular type of resume and how to decide which type is appropriate for various community occasions.

ED153662Ê ÊÊÊ Malkas, Mark (ed.) et al. ãForms and Formalities:Ê A Resource Containing Forms Currently Utilized by Members of

the National Diffusion Network to Facilitate the Adoption and Implementation Process.ä Bethesda, MD: ERIC Document Reproduction Service, 1978.

Provides examples of forms used by the U.S. Office of Education for interagency communication; discussion on form development, category system of forms.

LB2300 ÊÊÊÊÊÊÊ Smith, R.P. et al. ãWhy, when, and how of reporting data.ä

C48 ÊÊÊÊÊÊÊÊÊÊÊÊ College and University Journal 52:691÷95, Summer 1977.

A brief article by three discussants who are college registrars on the issues they have experienced in gathering information as a function of their work÷setting, largely through the use of forms.

III.ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ PARTICIPANT-OBSERVER FOMMATS FOR USE BY PROFESSIONALS IN STUDYING TIE BEHAVIOR OF OTHERS

BF721 ÊÊÊÊÊÊÊÊ Barker, Roger C.; Herbert F. Wright, and Louise S. Barker.

B27 ÊÊÊÊÊÊÊÊÊÊÊÊ One boyâs day:Ê a specimen record of behavior. New York:Ê Harper, 1951.ÊÊÊÊÊÊ -

Report on the participation of a community in a scientific underÐtaking; a record of what a seven÷year÷old boy did and of what his

-ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ home and school and neighborhood and town did to him from the time he awoke one morning until he s-rent to sleep that night, The record was prepared by ãskilled observers.ä Eight observers took turns throughout the day. A discussion of the reporting method is included.

HM24ÊÊÊÊÊÊÊÊÊÊÊ Cottle, Thomas. Private Lives and Public Accounts. Amherst:

C677ÊÊÊÊÊÊÊÊÊÊÊÊ University of Massachusetts Press, 1977.

The author presents his observations on the issues he experiences while interviewing ordinary people in their home or work settings about their daily life experience, He presents excerpts from his taped chats and discusses his relationship to interviewing and getting to know each person.

Traxler, Arthur E. How to Use Cumulative Records. Chicago:

Science Research Associates, 1947.

ãDescribes the latest revision of the cum. rec. for use by junior and senior high schools. Present form is adapted, however, for use in elementary schools or at college level. Sample complete record is included. 41 References,ä

LB1131 ÊÊÊÊÊÊÊ Traxler, Arthur E. The Nature and Use of anecdotal Records. -

E26ÊÊÊÊÊÊÊÊÊÊÊÊÊÊ New York: Educational Records Bureau, 1949.

Suppi. DÊ ÊÊÊÊ The author presents records made by teachers on their noticings of student behaviors, and how they relate to

observed personality traits. Judging and recording pupil traits is discussed. The author supports this type of record-keeping, claiming that teachers enhance their ability to relate to their students appropriately.

, SELF-REPOPT INC FOPJATS FOR USE. BY PROFESSIONALS IN STUDYING THE BEHAVIOR OF OTHERS -

LB1027 ÊÊÊÊÊÊÊ Prediger, D. ãBiographical Data Differentiating College Attenders

5M38 ÊÊÊÊÊÊÊÊÊÊ from Nonattenders at Various Ability: Levels.ä Measurement and

Evaluation in Guidance, Winter 1070, Vol. 2, No. 4:Ê 217÷224.

The ãStudent Information Blank,ä a format for gathering biographic data on students, was used in this study to differentiate college attenders from non÷attenders at various skill levels. 394 items. Format is included. No discussion on the properties of form itself.

V.ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ JOURNALS REPORTING RESEARCH IN BIOGRAPHICS

CT21ÊÊÊÊÊÊÊÊÊÊÊÊ Biography. George Simson (ed.) Honolulu: University Press of

B54ÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Hawaii, 1978.

An interdisciplinary journal dedicated to the presentation of writing in the field of biographic research.

HM1ÊÊÊÊÊÊÊÊÊÊÊÊÊ Social Psychology (formerly Sociometry). New York: American

S8 ÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Sociology Association, 1977-78. Sociometry 1937-1976.) -

ãSocial Psychology publishes articles concerning the processes and products of social interaction. This includes the study of the primary relations of individuals to one another, or to groups, collectivities, or institutions, and also the study of initia÷ individual processes insofar as they substantially influence, or are influenced by social forces.ä .

III.ÊÊÊÊÊÊÊÊ SEARCH TECHNIQUE

ÊÊÊÊÊÊÊÊÊÊÊ In my approach to this assignment I first limited the scope of the topic domain to Îan area I am studying in Social Psychology.ÊÊ James and Gordon (1974÷79), who are developing the area, refer to it as ãthe social psychology of the daily round.ä This topic domain is emerging; they are introducing, a new ãwitnessing methodologyä applied to the description of community life through individual reporters in community.² As I progressed through the exercise, I found myself involved in the process of making up t topic domain while looking for relevant titles, i.e., titles which I deemed relevant. I decided my focus would be on what I call Îpersonal biography techniques.â I began by looking through the ERIC Thesaurus of Descriptors³ for subject headings related to individual biography and/or self-monitoring as well as anything on the construction and use of forms or formats for recording and reporting such information. The ERIC Thesaurus provided seven headings I judged to be related to the topic. These are, in order of discovery:Ê BIOGRAPHICAL INVENTORIES. BIOGRAPHIES. AUTOBIOGRAPHIES. RECORDS (Forms), RECORD KEEPING, LIFE HISTORY DATA, CLASSROOM OBSERVATION TECHNIQUE. (See also ÊTable, P. 14)
ÊÊÊÊÊÊÊÊÊÊÊ

ÊÊÊÊÊÊÊÊÊÊÊ I avoided certain other terms in the Related Terms lists such as ãcommunicationä and ãself-esteemä, and others which seemed related to psychological testing rather than self observation and reporting.Ê Later, I enlarged the topic domain to include a selected sample from the experimental area in order to provide a contrast of methods of observation and a contrast of use of observations or biographic data recorded.

ÊÊÊÊÊÊÊÊÊÊÊ

ÊÊÊÊÊÊÊÊÊÊÊ In looking each term up in the ERICâ Index for relevant titles, I discovered that decisions resulting in the delimitation of my topic domain spontaneously occurred. I found that my criteria for inclusion and exclusion of titles changed naturally as I read more titles under all of the ERIC headings I chose. The ERIC headings seemed to lead to a good sample of related material, I took down 21 ED numbers in a three year span. Upon consulting the abstracts I narrowed it down to 8. Upon checking the documents themselves I distilled 4 articles deemed relevant.

ÊÊÊÊÊÊÊÊÊÊÊ

ÊÊÊÊÊÊÊÊÊÊÊ Next I consulted the Library of Congress Subject Headings which, compared to ERIC yielded very little. ãForms, blanks, etc.ä is a subdivision -used throughout for main entries, thus it was not a useful access term. ãRecordsä yielded only business related materials, and ãBiographyä and ãAutobiographyä yield literary criticism and conventional biographical works, SOCIOIMETRY and ORAL HISTORY were included toward the end of my search when I expanded the topic domain.

I next looked in the Directory of Unpublished Experimental Mental Measures and the Thesaurus of Psychological Index Terms for Psychological Abstracts to find related subject terms, I was looking specifically for articles which discuss forms and formats from a structural and functional perspective; I found none, but many biographical inventories which were used as measures for correlation experiments. I then decided not to exclude this aspect entirely, though I narrowed it to what is represented in Category I, ãSelf÷ Reporting Formats: For Use by Professionals in Studying the Behavior of Others.ä These two sourceâs yielded the following terms, respectively:Ê BIO-DATA (BIOGRAPHIC DATA), COMMUNICATION, INTERACTION; BIOGRAPHIC DATA, CUMULATIVE RECORD, SELF÷EVALUATION, SELF-REINFORCEMENT. I was surprised to discover that the term ãself÷monitoringä is not yet employed in any of these indices, though it often occurs in titles, it is not in the thesauri.

I checked through the Dewey Decimal Classification Relative Index and confirmed my conviction that there would be no clear cut place in the scheme for this topic, i.e., there were no index terms specifically related to it. The nearest heading that I found is, ã001.55 Records -Ê communicationä under 000 Generalities, 001 Knowledge and its extension, 001.5 Information and Communication.ä However, I prefer ã301.1 Social Psychology,ä since this is the field propagating the topic domain. Upon consulting the Library of Congress Classification it became clear, as with DDC that this topic domain will expand ãSocial Psychology HM 251÷299ä as more is written and integrated into the literature.

Next, I consulted the Readersâ Guide to Periodical Literature for some popular articles relating to personal biography techniques. I found several promising subject headings but they yielded not one article in a three year span. The following entries were used to approach the titles:Ê FORMS, BLANKS, ETC., SELF-CULTURE, SCHOOL REPORTS AND RECORDS, HOUSEHOLD RECORDS. I expected to see popular culture articles in this area, and I conclude that there may be relevant titles ãburiedä under, some other headings. I think this is so for all of the sources I consulted; and I realize that increasing familiarity with each particular index category system leads to deeper penetration into the resources it indexes, as oneâs own ãcognitive mapä of the inter-relationships of ideas grows (James and Gordon, 1978).

I also consulted the Education Index and Sociological Abstracts where I obtained the following subject headings, respectively: AUTOBIOGRAPHY PERSOI\L HISTORY INVENTORIES, FAMILY RECORDS, INVENTORIES, REPORTS AND REPORTING-FORMS, STUDENT ACCOUNTING; BIOGRAPHY, LIFE HISTORY, SELF RECORD.Ê Though these headings sound rich in terms of my focus, again, the definition of the categories in terms of the titles presented under each included nothing that related to my primary categories (1 and 2), and little relating to the secondary categories (3 and 4).

The evidence gleaned in the search supported my hypothesis that the topic domain I have attempted to formulate is emerging, a. expect to observe and monitor the changes in the indices I have consulted as the literature in this area forms itself,

In doing this search assignment I found that I would have profited by keeping a more extensive log of my steps and decisions. Keeping such a log enhances the exercise because it alerts one to natural and spontaneous organizing skills which we are all -capable of and use ordinarily; one becomes aware of the process of the organization of the topic, and thereby a conceptual dimension is added.

IV.ÊÊÊÊÊÊÊ CONCLUSION

After having done this exercise, I view the result as a cognitive taxonomy, a semantic categorization of publication units in the literature. The cognitive taxonomy exercise is a good one for any student involved in the inter÷relationship of ideas. Students are faced with, using cognitive taxonomies such as the taxonomy represented by the Library of Congress scheme in our library, or by the ERIC System, etc. As well, it is illuminating to see how a title is differently categorized by various individuals according to their purpose and function, revealing different aspects of the titled work. In effect I have ãliftedä the article and hook titles for this sample bibliography from other lists wherein they occurred under categorical subject headings. I have re-categorized them according to my own set of criteria, concatenating them and bringing into play new relationships among the ideas presented in the writings. It is a valuable feedback mechanism for authors to be able to see the bibliographies their works appear in, revealing to them new functions and aspects of their writing as signified by librarians, bibliographers, students, and others.

Further, the articles and books I have culled in this sample have been categorized by me into 5 major areas. Actually, the titles may fit into more than one category, since a given article may include featuresâ of two or more of the categories I have specified. For example, Traxlerâs book, The Nature and Use of Anecdotal Records may appear under categories IV, Participant-Observer Formats, and II, Analysis of Structural and Functional Properties of Formats. This type of cross-referencing, or cross-fertilization represents a next level analysis in a cognitive taxonomy, (Nahl, 176). As well, in doing multi÷level cross÷referencing, the analytic power of the bibliography is increased thereby, i.e., a user can go deeper in understanding the possibilities of relationships among ideas and topics because there is more to go by. The cognitive taxonomy is thus an essential and potentially rich resource in a librarianâs professional repertoire.

FOOTNOTES

1)Ê Particularly the work by Dr. Leon A. James and Dr. Barbara Y. Gordon here at the University of Hawaii Psychology Department in the area of "community."

2)Ê These ideas have come to me through my studies in ethnosemantics with James and Gordon. I planned this bibliography in light of these studies. During the past eight semesters I have been in their undergraduate Social Psychology 222 (2) Community÷Classroom. I have had the opportunity to work with then on developing a community archives which is generated by: the students in the course, maintained and organized by them, and processed by them. Thus, the students are the authors, users, and librarians of their own community archives. The students learn a new natural history method of self-observation, called by James and Gordon ãwitnessing methodology.ä

3)Ê Full citations for sources nay be found in the listing of Sources Consulted, p. 15

4)ÊÊ Terms in all caps were used to find materials and to delimit the topic domain.

Table of 27 Subject Headings and Their Sources Gleaned from 7 Reference Sources

	1 ERIC	2 Psychology Abstracts	3 Test Directory	4 LC Subject Heading	5 Education Index	6 Readersâ Guide	7 Sociology Abstracts
1.Ê AUTOBIOGRAPHY	*			*	*
2.Ê BIOGRAPHY	*			*			*
3.Ê BIOGRAPHICAL INVENTORIES	*
4.Ê BIO-DATA		*	*
5.Ê LIFE HISTORY DATA	*						*
6.Ê PERSONAL HISTORY INVENTORIES					*
7.Ê RECORDS (forms)	*						*
8.Ê RECORDKEEPING	*
9.Ê CUMULATIVE RECORD		*
10.Ê REPORTS AND RECORDS					*
11.Ê REPORTERS AND REPORTING-Forms					*
12.Ê STUDENT ACCOUNTING					*
13.Ê FORMS, BLANKS, ETC.						*
14.Ê HOUSEHOLD RECORDS						*
15.Ê INVENTORIES					*
16.Ê FAMILY RECORDS					*
17.Ê PARTICIPANT-OBSERVATION				*
18.Ê SOCIOMETRY				*
19.Ê CLASSROOM OBSERVATION TECHNIQUE	*
20.Ê ORAL HISTORY (Interviewing)				*
21.Ê COMMUNICATION			*
22.Ê INTERACTION			*
23.Ê SELF							*
24.Ê SELF EVALUATION		*
25.Ê SELF-REINFORCEMENT		*
26.Ê SELF-CONTROL						*
27.Ê SCHOOL REPORTS AND RECORDS						*

BIBLIOGRAPHY OF SOURCES CONSULTED

Ref. Z695.1 P7 A44	American Psychological Association. Thesaurus of Psychological Index Terms. 3. Kinkade (ed.) Washington:ÊÊÊ American Psychological Association, 1974, 1977 editions.
Ref. Z1219 B644	Book Review Digest. New York: The HðW. Wilson Co., 1969÷78.
Ref. Z696 D519	Dewey Decimal Classification and Relative Index. 18th Edition. New York: Forest Press Inc., 1971.
Ref. Z5055 UA53	Dissertation Abstracts International, section A and B. Colling (ed.) Ann Arbor: University Microfilms International, 1977.
Ref. Z5813 E23	Patricia E Education Index. Marylouise Hewitt (ed.) New York: H.W. Wilson, 1976÷1978.
Ref. Z5811 E42	ERIC Educational Documents Abstracts. New York:Ê Macmillan Publishing Co., 1977-79.
Ref. Z695.1 E3 E34	ERIC Thesaurus of Descriptors, 7^th Edition. New York: Macmillan Publishing Co., 1977.
Ref. BF431 G625 V1 & 2	Goldman, Bert A. and John L. Saunders. Directory of Unpublished Experimental Mental Measures. Vol. 1, 1974. Vol. 2, 1978 by B.A. Goldman and John C. Busch. New York:Ê Behavioral Publications, 1974, 1978.
HM 251 J28	James, L.A. and Barbara Y. Gordon. Societyâs Witnesses: Experiencing Formative Issues in Social Psychology. Psychology Department, University of Hawaii, 1978.
HN 251 J27	James, L.A. and Barbara Y. Gordon. Workbook for the Study of Social Psychology, 2^nd edition. Department of Psychology, University of Hawaii, 1978
Ref. Z696 U5H 165	Library of Congress Classification, 3^rd Edition.Ê Washington: Library of Congress, 1967.
Ref. Z695 U4747 V1 & 2	Library of Congress Subject Headings, 8^th Edition. Washington: Library of Congress, 1975.
	Nahl, D.N. An Empirical Method for the Study of Topic Domains in Psychology. Kailua, Hawaii: Transactional Engineering Corp., 1976.
Ref. BF1 P65	Psychological Abstracts. ÊLois Granick (ed.) Washington: American Psychological Association, Inc., 1924-1979.
Ref. AI3 R48	Readersâ Guide to Periodical Literature. Zada Limerick (ed.) New York: H.W. Wilson Co., 1977-79.
Ref. HM1 S67	Sociological Abstracts. San Diego, California: United States International University, 1976.
Ref. LB2369 T8 1967	Turbian, Kate L. Studentâs Guide for Writing College Papers, 2^nd Edition. Chicago: University of Chicago Press, 1969, 1973, 1976.

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