摘要:

Summary.—The relationship between a number of home background factors and reading ability was studied in three samples (samples of 63, 100 and 104) of working‐class children aged 7–8, using standardised tests given to the children and parental interviews. The home background factor which emerged as most strongly related to reading achievement was whether or not the mother regularly heard the child read (‘coached’). WISC IQ scores were obtained on one of the samples (N = 100), and it was established that IQ differences did not account for the superior reading performance of the coached children. Controlling for maternal language behaviour, as assessed using scales devised by Bernstein's colleagues, had little effect on the association between coaching and reading performance; controlling for coaching, however, markedly reduced the correlation between maternal language behaviour and reading performance. When the amount of coaching which the children had received was related to reading test score, a highly significant positive association was found. The lack of attention paid in the past to parental involvement in children's school work is commented upon in discussion of the implications of the

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1980.tb00803.x

出版商:Blackwell Publishing Ltd    

年代:1980

数据来源: WILEY

摘要:

Summary.The study set out to evaluate the suitability of the WISC Performance test and Raven's Coloured Progressive Matrices for use with deaf children aged 5 to 12 years. The two tests were administered to 125 deaf children, together with a pure‐tone measure of hearing loss. Eventual performance in CSE examinations at age 16 was recorded for the older subjects. Test scores were not influenced by degree of hearing loss. The WISC Performance test was found to have good measures of reliability and predictive validity, but presented difficulties in administration to some young or physically handicapped children. The Coloured Progressive Matrices had satisfactory reliability, close comparability with WISC Performance scores and useful predictive validity in the case of the older subjects, but the suitability of this test for use with the younger deaf children was not confirme

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1980.tb00804.x

出版商:Blackwell Publishing Ltd    

年代:1980

数据来源: WILEY

摘要:

Summary.In clinical and research application, the various syndromes and syndrome combinations of the Bristol Social Adjustment Guides (BSAG) are used in the initial identification and subsequent classification of behavioural and social maladjustment in school children. It is important to test the validity of the assumptions that the overall BSAG scales, i.e., under‐ and over‐reaction, retain sufficient factorial integrity for use as general indicators of maladjustment and that the several contributing syndromes evidence a satisfactory degree of specificity to be considered as individual dimensions of maladaptive behaviour. Data for the standardisation sample of 2,527 randomly chosen children for the revised BSAG were submitted to principal components factor analysis with varimax rotation of significant factors. A two‐factor solution was found with the resulting factor structure clearly substantiating the validity of an under‐vs.over‐reactive dichotomy of maladjusted behaviours. Moreover, significant syndromic specificity was established for the majority of syndromes, with conjoint and reciprocal variation being suggested in the case of two of the syndromes. The findings, in general, support the uses of the BSAG as advised by the developer in the test manual and associated

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1980.tb00805.x

出版商:Blackwell Publishing Ltd    

年代:1980

数据来源: WILEY

摘要:

Summary.A sample of primary school children was given a range of short‐term memory tests to determine whether recall was optimised by aural or by visual stimuli presentation. Results showed that for both sexes and for each age group aural presentation was consistently superior to visual. These results have important potential implications both for theories on the working of short‐term memory and for teaching techniques in the primary sch

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1980.tb00806.x

出版商:Blackwell Publishing Ltd    

年代:1980

数据来源: WILEY

摘要:

Summary.Results are presented for 107 retarded children who received tuition by means of a ‘dyslexia‐centred’ programme. In 41 cases the teaching was organised by a hospital clinic, in 44 cases by a unit attached to a university department, and in 22 cases by a private body, these three centres being different in many other ways but alike in that all took the concept of dyslexia seriously. It is argued that in suitable conditions such teaching can be effective, and the implications for the concept of dyslexia are briefly disc

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1980.tb00807.x

出版商:Blackwell Publishing Ltd    

年代:1980

数据来源: WILEY

摘要:

Summary.240 children aged 9, 12 and 15 years evaluated successes and failures of other children. Information concerning the other children's levels of ability, effort and outcome together with sex was supplied. A number of sex differences were found particularly concerning the extent to which the evaluations related to the effort and outcome information supplied. The results are compared to those of earlier studies conducted in the United States of America and Iran.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1980.tb00808.x

出版商:Blackwell Publishing Ltd    

年代:1980

数据来源: WILEY

摘要:

Summary.The heritability of the two second order general intelligence factorsgcandgf, was studied by the MAVA design, employing 470 brothers reared together, 94 identical twins reared together, 124 fraternal twins reared together, and 1,543 boys (fluid intelligence) and 2,579 (crystallised intelligence) unrelated. All were in the 12–18 age range.The model and the empirical data on four constellations give seven simultaneous equations for predicting expected values of the concrete, empirical variances from seven abstract, unknown variances and correlations. The best fit was obtained, using a least squares solution by computer program, CAMALS, and evaluated by a Q statistic analogous to chi‐square. Two models offering reduced, parsimonious modifications of the full MAVA, were also tried but MAVA gave the highest index of good fit.Substantial differences exist between the heritability ofgfandgc, alike in the present and in earlier MAVA studies, using differing methods of solution.Hfor crystallised intelligence is highest forwithinfamily variance and the mean value stands at only 0–45 for the general population—lower still by the present method. Fluid intelligence, on the other hand, has the highest heritabilitybetweenfamilies, reaching a mean of 0·92. Its general population value is 0·58 closely approaching the 0·60 which has tended to be the lower end of the range by the twin method. (The reason for the usual higher twin method values is exposed by the finding of higher sib than twin within family threptic variance.) Some support is found for anegativegenothreptic correlation between families, fitting the socio‐psychological law of environmental coercion tow

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1980.tb00809.x

出版商:Blackwell Publishing Ltd    

年代:1980

数据来源: WILEY

摘要:

Summary.This study investigated group interaction and mathematical errors of 11th‐grade students working individually and in four‐person heterogeneous ability groups. Averaging over all types of errors, high‐ability students did best in the individual condition, low‐ability students did best in the group condition, and medium‐ability students did equally well in both conditions. When types of errors were distinguished, for high‐ability students, the group condition was detrimental to learning new material (the mathematical algorithm) but was advantageous for performance on previously learned material (computational and algebraic manipulations); for medium‐ability students, the group condition was good for learning the algorithm but not for performance on computational and algebraic manipulations; for low‐ability students, group work was beneficial for performance of new and previously learned material. Group interaction was related to achievement: students who described or received explanations about the mathematical algorithm did well on the algorithm on the test, and students who explained how to perform computational or algebraic manipulations did well on those manipulati

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1980.tb00810.x

出版商:Blackwell Publishing Ltd    

年代:1980

数据来源: WILEY

摘要:

Summary.Changes in students' perceptual organisation of the characters fromOthelloafter three weeks of study and lectures were assessed using multidimensional scaling procedures. Senior Sherlockians also provided dissimilarity ratings of a sample of characters from the Conan Doyle stories.EvaluativeandSophisticationdimensions dominated the solutions for both groups of judges. The students used an importantDemeanourdimension and aSexualitydimension in the pre‐lecture stage. Discussion centred on the emphases and interpretations offered in the lectures onOthelloand the extent to which they may have effected changes in the order and distances of major characters along the principal dimension

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1980.tb00811.x

出版商:Blackwell Publishing Ltd    

年代:1980

数据来源: WILEY

摘要:

Summary.Two experiments studied the effects of note‐taking, strategy of note‐taking (short/long notes) and reviewing personal notes and/or simplified teacher‐notes on immediate and delayed recall. One hundred and sixty university students, classified as either short or long note‐takers, served as subjects. They listened to a recorded lecture and then their immediate and delayed retention was assessed by means of the free recall test. Analysis of results revealed that the act of note‐taking has facilitative effects on both immediate and long‐term recall. Free recall scores of subjects who took short notes in their normal lectures tended to be significantly higher than those who took long notes. Reviewing personal lecture notes and/or simplified and organised teacher‐notes facilitates d

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1980.tb00812.x

出版商:Blackwell Publishing Ltd    

年代:1980

数据来源: WILEY