ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1970.tb02111.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Summary.Family size, position in family, parental occupation and parental interest were investigated in some 4,000 boys and girls of primary school leaving age in relation to personality, intelligence and school achievement. Smaller families were associated with brighter, more extraverted and less neurotic children. Parental occupation was associated with both extraversion and stability in children, as well as with intelligence and achievement. Parental interest, correlated with status, was connected with extraversion, and most strongly with intelligence and achievement. Early‐born children tended to do better at school, but not to differ from later‐born children in personality or abil

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1970.tb02112.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Summary.139 university students and 118 students at a college of education were given the Eysenck Personality Inventory and a questionnaire relating to academic motivation and study methods. A correlational analysis of these scores in relation to academic performance at the end of the first year showed the superiority of introverts and students with good study methods. Introverts also tended to have better study methods, but this only partially explained their high academic performance. There was no relationship between neuroticism and attainment. A supplementary approach used an item‐analysis to identify the characteristics of successful students. From this analysis, items which identified good students were also positively related to stability and introversio

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1970.tb02113.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Summary.186 students, 93 per cent of one intake of social and health scientists into the University of Bradford, were classified according to degree result and compared on a number of measures. Performance was found to be positively related to A‐level results and inversely to social class background, students from working‐class backgrounds being more likely to obtain good degrees. Introversion and open‐mindedness appeared to be an advantage in the social sciences, neuroticism in the health sciences. In both fields, the successful tended to score higher on the Nufferno intelligence test. Success in the professionally oriented health sciences was related to strength of occupational motivation. Successful and unsuccessful students differed only slightly in the importance attached to academic goals, and did not differ in reported wo

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1970.tb02114.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Summary.An experiment is described in which 147 10‐year‐old children were tested for their creative ability. The same children were then placed in an experimental situation and exposed to peer suggestion. Results show that those children who were highly creative were very open to suggestion. Those measured high on visual imagination were not. It is concluded that by the nature of the creativity process itself, creative people are suggesti

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1970.tb02115.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Summary.From the initially plausible general conception that the level of playing games which children are able to attain is positively correlated with their actual level of intellectual abilities and social skills, it was deduced that there should be a positive correlation between group size in children's games, on the one hand, and their age and socio‐economic status, on the other. Two specific hypotheses were formulated to this effect. These hypotheses were tested through processing recordings of observations of over 6,000 Israeli children at play. The observations lasted for over one year and the cumulative total of players recorded amounted to more than 100,000 participants. It was found that group size tends to increase with both age and socio‐economic level and that the most frequent group size is two, with the exception of top grade high socio‐economic level children, for whom the dominant group size is

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1970.tb02116.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Summary.100 children aged 8 to 16, in a residential school for the partially hearing (48 boys, 52 girls) were tested on the performance and verbal subscales of the WISC and on tests of reading and arithmetic. Measures of hearing loss and social adjustment were obtained. Age, sex, parental social class and supposed aetiology were recorded for each child. Ratings of parental interest in the child's school progress and the amount of parental pre‐school guidance received were also made.The distribution of quotients on the WISC Performance subscale was found to be closely similar to that of the standardisation population. However, the distributions of quotients on the verbal subscale and the measures of attainment, though normal, were depressed by up to 21 points from the standardisation means. The social adjustment of the children was found to be significantly worse than that of a group of normal 7‐ and 8‐year‐olds, the predominant pattern of maladjustment being demonstrative rather than withdrawing. The first three factors obtained from a principal components analysis rotated to the Varimax criterion were identified as Verbal, Numerical and Performance Ability. These three factors were contrasted with the two found by analysing Wechsler's correlation data on t

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1970.tb02117.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Summary.The O grade of the Scottish Certificate of Education was introduced in 1962 as a certificate appropriate for those in the top 30 per cent of the age‐group who had completed at least four years of secondary education. The number of subject presentations has risen from about 177,000 to over 246,000 in the first seven years—and it has been observed that pupils of under‐average ability have been among the successful candidates. This has raised questions (a) on the relation between the ability measured by a verbal reasoning quotient and success in O grade examinations, and (b) on the standard of the examinations. The article contains a brief review of the history of certificates of this type in Scotland, a theoretical and practical study of the VRQ as predictor of success and of the relation between standard of examination and likelihood of success by under‐average pupils, and an account of the performance of some of these pupils. The results show that the VRQ is a moderately good predictor of success; that successes by under‐average pupils are compatible with this: but that recent interpretations of ‘a reasonable prospect of success' will, if accepted, require major alterations in

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1970.tb02118.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Summary.It was predicted that ‘European’ New Zealanders in comparison with Maoris would (a) tend to have longer future time orientation in respect to major goals and (b) show greater tendency to delay gratification. Boys and girls with a mean age of 14: 3, all in the same grade, form three, from seven schools and of both ethnic groups were asked (a) to indicate distance, in time of imagined realisation of major goals, firstly for vaguely specified characters and later for themselves and (b) to decide among choices of money which increased in proportion to delay. For boys, both ethnic contrast predictions were strongly confirmed but, for girls, though in the predicted directions, findings either showed generally poorer levels of statistical significance or, for some of the temporal orientation of goals results, lack of significa

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1970.tb02119.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Summary.The investigation was concerned with possible interactions between teaching strategy and personality differences among children learning mathematics in the early years of secondary school. Part of a text in extensive current classroom use was the basis of learning material structured so that the effect of giving rules before or after examples could be revealed.Throughout the experiment introverts were superior in performance when rules were presented before examples and extraverts were superior when rules were presented after examples. This interaction was significant for all three dependent variables of ‘original’ learning, ‘retention’ and ‘transfer.’ When two levels of anxiety and two levels of intelligence were examined separately a similar treatmentsxextraversion interaction appeared within every analysis, whatever the dependent variable, reaching significance in severa

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1970.tb02120.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY