Reclassification and documentation in talog cards and a computer stored record

A project to recatalog and reclassify the book collection of the Bowman Gray School of Medicine Library utilizing the Magnetic Tape/Selectric Typwriter system for simultaneous catalog card production and computer stored data acquisition marks the beginning of eventual computerization of all library operations. A keyboard optical display system will be added by late 1970. Major input operations requiring the creation of "hard copy" will continue via the MTST system. Updating, editing and retrieval operations as well as input without hard copy production will be done through the "on-line" keyboard optical display system. Once the library's first data bank, the book catalog, has been established the computer may be consulted directly for library holdings from any optical display terminal throughout the medical center. Three basic information retrieval operations may be carried out through "on-line" optical display terminals. Output options include the reproduction of part or all of a given document, or the generation of statistical data, which are derived from two Acquisition Code lines. The creation of a central bibliographic record of Bowman Gray Faculty publications patterned after the cataloging program is presently under way. The cataloging and computer storage of serial holdings records will begin after completion of the reclassification project. All acquisitions added to the collection since October 1967 are computer-stored and fully retrievable. Reclassification of older titles will be completed in early 1971.     

Attitudinal effects as a function of undergraduate statistics course design: Personalized (self-directed) vs. traditional

Two undergraduate statistics course designs were compared for their effects on attitudes involving perceived competency with respect to course content, the concept of psychology as a science, the social atmosphere within a course and the interest and value in the area of statistics and research design. One design involved the traditional format of lecture-laboratory-discussion while the other was modeled after Keller's personalized program involving the application of principles of behavioral analysis. The Keller design produced more positive attitudes with respect to perceived competency and the notion of psychology as a science. The attitudes toward the social atmosphere and the interest and value in the course were higher at the beginning of the personalized design and did not change as a result of the students' experiences in the courses. The outcomes seem to be a result of both the specific course design and the context or learning system in which the student functions.