摘要:

Summary.The essay grades obtained by four‐hundred honours graduates in a university department of education were examined to investigate differences in essay‐writing performance between arts and science students. Significant differences exist between mean grades of the different groups but also between their classes of degree. An analysis of covariance to hold degree class constant was carried out and the differences between the essay grades of science and arts students became insignific

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1968.tb01981.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

Summary.An attempt is made in this paper to measure the influence of varying types of settlement upon the attainment of scientific concepts among African school children. An adaptation of King's (1963) Piaget‐type schedules was administered to 150 school children of the Hausa tribe of Northern Nigeria in eight groups drawn from very isolated rural localities, from city centres, and from areas of intermediate status. The results strongly confirmed the expected superiority of the urban children. Finally, an English version of the test was used upon a group of English school children to provide a cross‐cultural comparison. The significance of the results for science education is briefly discus

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1968.tb01982.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

Summary.A pilot survey of the development of basic physical science concepts was undertaken in three areas of the Territory of Papua and New Guinea. In the course of the survey certain special groups were tested and these results, together with those of the main survey, have been examined for the light they throw on the effect of environmental and inheritance factors on conceptual development.The three diverse areas of the Territory yield similar results when test performance is analysed by school grade but there are differences between the areas when the results are analysed by calendar age. It appears that school grade is more significant than calendar age in determining conceptual development in the Territory, and this suggests that educational environment may be a major factor in conceptual development in the Territory. This conclusion is supported by the performance of a teachers' college group which had had special instruction regarding substance and weight and a primary school which had undertaken a comprehensive programme of experience in measurement.The performance of a group of students at a non‐English medium teachers' college reveals significantly poorer development in all test items requiring the concept of conservation. Statistical analysis of these test results against years of total schooling and years of English education reveals that English education is more significant in relation to physical concepts than total years of schooling.The four lines of evidence considered in the paper all point to the importance of environmental factors, particularly those connected with certain aspects of education, in developing concepts which involve the conservation of physical quantitie

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1968.tb01983.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

Summary.The Bender Gestalt Test, scored according to the Koppitz system discriminated clearly between a group of children with visuomotor disorder and educational problems and a matched group of normal subjects.There was a marked difference between scores for emotional adjustment in the two groups. Failure on the Bender Gestalt Test was associated with under‐achievement at school and failure in a selective school examination a year later, even for children with high verbal intelligence. It would appear that selective school examinations are not so heavily biased toward verbal skills as to make success possible for children seriously handicapped by visuomotor dysfunctio

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1968.tb01984.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

Summary.The performances of 200 children aged 7–11 years were investigated in tests of arithmetic, vocabulary and reading, visual and haptic perceptual tasks and drawing and spatial tests. Small groups of children expressing a preference for ‘analytic’ and ‘synthetic’ attitudes were identified and their performances compared in perceptual, representational and conceptual variables to investigate the hypothesis of consistency across the operations. Differences between the scores of boys and girls, and older and younger pupils in the entire sample were also studied, and relationships between the variables investigated through correlational and factoria

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1968.tb01985.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

Summary.Forty‐nine New Zealand primary school children were given a group of six tests at three‐monthly intervals over a two‐year period. Results showed fluctuations in the rate of change of mean score over the nine testing sessions. The mean scores from testing immediately after the Summer vacation showed plateaux in the growth curves, indicating a check in development or performance, both for measures of attainment and intelli

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1968.tb01986.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

Summary.Study of drawings of ‘a person’ and ‘myself’ by hearing‐impaired children suggested the existence of consistent patterns of qualitative difference between the two. A simple method of quantitative comparison was devised and comparisons made with drawings by a control group of normally hearing children. Analysis of results showed significant variations between the hearing‐impaired and normal groups in terms of direction and degree of person/self differences for the two types of drawing. These results, together with those relating to possible sex differences, are discussed and a wider investigation proposed to consider the possible relevance of these trends to conceptual development and psycho‐soci

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1968.tb01987.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

Summary.A preliminary comparison was made of several major characteristics of 140 children referred to a child psychiatry clinic by general practitioners and school psychologists in Edinburgh. Over a twenty‐eight‐month period three times as many children were referred by general practitioners as by school psychologists. General practitioner referrals had normally distributed intelligence test scores while those of school psychologist referrals were skewed towards the below average category. Children from the most affluent area of Edinburgh were over represented among general practitioner referrals, while children from the area with the most pronounced social problems came primarily from school psychologists. The attrition rate for the 140 children was about 25 per cent.; the initial contact with social workers may have been important for this gr

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1968.tb01988.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1968.tb01989.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

Summary.Scores on the Harris‐Goodenough point scales were studied in a group of seventy‐nine children (mean age 11 ·44 years). Various kinds of reliability proved to be acceptably high. Criterion measures were an individual and a group intelligence test, scholastic achievement tests, a paper‐and‐pencil dexterity test, the HSPQ, examination marks, rankings by teachers, and father's occupation. Validity coefficients ranged from low to moderate. The scales were poorer predictors of scholastic performance than conventional intelligence tests. Scores were not related more to non‐verbal than to verbal performance. The only HSPQ scale which showed significant correlations was one indicative of a phlegmatic t

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1968.tb01990.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY