The attitude, using the term of “attitude-behavior”, is defined as a “delimited totality of behavior with respect to something.” This definition, that of Guttman, is consonant with a structural approach to the facet analysis of the components (first-order: content; higher-order: intensity, closure, involvement) and directions (joint and lateral) of attitudes. The construction of the different Attitude-Behavior Scales(ABS) was guided by principles of facet theory which make it possible to construct items by a systematic a priori method instead of by the Likert method of intuition or by the Thurstone use of judges. Guttman's facet theory specifies that an attitude universe can be substrured into subuniverses or attitude profiles which are systematically related according to the number of identical conceptual elements they hold in common. Out of 32 possible combinations, we selected six profiles of special relevance, which appeared to be potentially capable of instrumentation, and which contained a specific relationship among themselves: Level 1〈2〈3〈4〈5〈6 or Steretype＜Societal Norm＜Personal Moral Evaluation＜Personal Hypothetical Action＜Personal Feeling＜Personal Action. These six facet profiles are to be found in all of Jordan and his associates' Attitude-Behavior Scales. The importance of a facet-designed approach to attitude-research, and the results obtained thereby, can be considered under three aspects: (a) methodological, (b) theoretical, and (c) practical aspects. 1) The facet-teheory approach has proved a powerful tool in (a) defining reserach problems, (b) finding relationships within and among variables, and among variables, and (c) assisting in the analysis and interpretation of empirical data. 2) Certain aspects of attitude-behavior are crose-culturally invariate: i.e., the simplex-determined largely by structure of the object-subject relationship. 3) Certain aspects of attitude-behavior are object specific. 4) Certain aspects of attitude-behavior are situation specific. 5) Certain apects of attitude-behavior are culture specific. (e.g., the same attitude object in different situations-that is, attitudes of Whites toward Blacks are education vs housing vs jobs vs etc.) 6) Certain aspects of attitude-behavior may be personality specific. 7) Knowledge per se about the attitude object does not generally lead to attitude positiveness. 8) Amount of per se increases attitude intensity but not positiveness unless accompanied by (a) enjoyment of the contact and (b) perceived voluntariness of the contact. 9) Attitude positiveness is related to a value-affective-contact base rather than a cognitive-knowledge one. 10) Attitude change must be approached multidimensionally: knowledge is more related to Stereotypic and Normative Levels and contact, values, and enjoyment factors are more related to the Actual Feeling and Action (Behavior) Levels.