摘要:

Summary.Scores on the Junior Eysenck Personality Inventory of some 2,000 white, Negro, and Mexican‐American school children, ages 9 to 13, were examined in relation to measures of intelligence and home environment as predictors of scholastic achievement. The JEPI scales show quite low, but significant and systematic, correlations with achievement; Extraversion (E) correlates positively and Neuroticism (N) and the Lie (L) scale correlate negatively with achievement. The independent contributions separately of E, N, and L. to achievement variance over the variance accounted for by the ability and background measures are negligible, but the three JEPI scales combined in a multiple regression equation along with measures of intelligence and home background independently contribute a small share of the predicted part of the scholastic achievement variance. In this the three ethnic groups do not differ appreciably or systematically, nor do the school grades from 4 to 8 (ages 9 to 13), although there are significant and systematic age and ethnic group differences in mean scores on the JEPI scale

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1973.tb00747.x

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

Summary.Different groups of children, varying in age, were tested and retested after varying intervals (one month, six months, twelve months) with a new Personality Questionnaire (PQ) containing scales for the measurement of the new factor of psychoticism (P), as well as of E, N and L. It was found that the new scales had retest reliabilities very similar to those established for the JEPI, and if anything a little higher. It was concluded that with suitable precautions the new questionnaire would be no less useful than the old one, as far as reliability is concerned.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1973.tb00748.x

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

Summary.The JEPI was re‐analysed by item, factor and cluster analysis. The item analysis demonstrated that many items in the extraversion scale do not discriminate effectively. Five factors and five clusters were extracted and related to attainment measures. The five factor solution explained 19 per cent of English attainment variance in comparison to 7 per cent by the JEPI as conventionally scored. The analysis also supported the view that extraversion is not a unitary dimension. The cluster analysis indicated the operation of response sets. Items of the lie scale appeared in different factors and clusters dependent on the specificity of reference in the item to a situational context. It is therefore suggested that inventories be developed in which items can be answered with reference to specific situation

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1973.tb00749.x

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

Summary.Subjects in a boys' school and a girls' school completed modified forms of the Rokeach Value Survey, the Cornell Job Description Index, and a rating of happiness with school under name and anonymous conditions. Results indicated that response anonymity had little effect on the ranking of values although beingindependentwas ranked higher by the boys in the name condition than in the anonymous condition. In the name condition boys gave more favourable responses to class‐mates and the typical teacher and reported greater happiness with school, but girls in the name condition were less favourable to schoolwork and reported less happiness with school. Two quite distinct factors emerged from a factor‐analysis, Factor I corresponding to students' own value systems and Factor II corresponding to the perceived value systems of their scho

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1973.tb00750.x

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1973.tb00751.x

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

Summary.A computer‐assisted instruction (CAI) system can provide detailed and immediate feedback following every student response. Two such procedures, labelled ‘active’ and ‘passive’ were designed for helping children to multiply two‐ and three‐digit numbers by one‐digit numbers. The active feedback procedure required an overt response to be given to each element in the procedure for computing the answer. The ‘passive’ procedure merely printed a feedback message. Two experiments are described which had treatment conditions of (i) no feedback, (ii) passive, and (iii) active feedback. As well as on‐line performances being recorded in detail by the computer, pre‐and post‐tests were given. Substantial gains on pre‐and post‐tests were recorded for the feedback groups, and a regression analysis showed that greatest effects were with pupils whose initial level of achievement was low. Overall differences between the two feedback groups did not reach significance. Finally, a simple model to account for multiplic

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1973.tb00752.x

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

Summary.Lectures were delivered in two versions: one containing rhetorical question‐and‐answer sequences and the other with identical content but without the questions. The presence of rhetorical questions significantly enhanced the learning and recall of the facts presented in the lectures when artificially high levels of attention were counteracted by distraction or by the prior induction of bore

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1973.tb00753.x

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

Summary.Greek migrant children attending Sydney (NSW) schools and taught in English were tested for conservation of number and length in both Greek and English. They were pre‐tested in both languages for understanding of the terms to be used in the conservation test. 25 per cent of children who passed the language pre‐tests and failed to conserve in English, did show conservation when subsequently tested in Greek but again failed to conserve in a post‐test in English. This finding is not in accord with Piaget's view of the inter‐relationships of language and co

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1973.tb00754.x

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

Summary.575 adults drawn from both rural and urban areas completed a questionnaire designed and used originally by Flugel in 1947 to see how far lay opinions on intelligence reflect views held by professional psychologists and how far lay responses now differ from those reported by Flugel. Generally, lay and professional views have moved closer to question a one‐factor view; men and women are seen to be equally intelligent; environmental influence on test scores is noted; a complete validity in intelligence tests is queried, as is a high correlation between tests and occupational performanc

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1973.tb00755.x

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

Summary.During the past 11 years the Child Guidance Service in Angus, Scotland, has carried out an annual survey of the reading attainment of all 7‐year‐olds (averaging 1,500 children each year), using (from 1963) the Vernon Graded Word Reading Test. Individual follow up annually of between 100 and 200 children who have made a very poor start in reading has been undertaken. In 1969, a further reading survey of 10‐ to 11‐year‐olds showed that just over half of the children considered seriously backward in reading when tested at 7 to 8 years of age, were still seriously backward at 10 to 11 years of age. Over the years there has been fluctuation in the size of the very backward group, with a rise in the percentage considered very poor readers in each of the four years 1967 to 1970. Some improvement was shown in 1971

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1973.tb00756.x

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY