摘要:

Summary.57 beginners in an informal or open‐area programme and 112 in a traditional, formal classroom in a middle class area, apparently well‐matched in perceptual, motor and cognitive skills, were followed through the primary grades. Statistical analysis of achievement data showed that the formal group from the beginning had been more proficient in reading, and later, also in mathematics. There were significant differences between matched groups (N = 43) at the fourth year on seven primary CPQ factors and the second‐order factor AnxietyvsAdjustment. Mean scores, however, with one exception (F) remained well within normal limits. Total Grade, a derived score which concerns estimation of academic success, was higher for the informal children but was predictive of achievement only for the formal

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1976.tb02320.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Summary.A 40‐item Likert‐type attitude inventory was completed by a sample of 478 primary school heads and deputy heads. The instrument consisted of items relating to attitudes to deputy headship obtained from interviews and a pilot study. A first order factor analysis yielded 10 factors, eight of which were interpreted as bureaucratic organisation, control of teaching, interpersonal relations with staff, career orientation, man‐in‐the‐middle, collegiality, status in school, and allegiance to the head. A second order analysis indicated that the deputy head may fulfil three major functions: co‐leader of the school on a par with the head, facilitating foreman, and expressive leader of teachers. Because these aspects may represent incompatible demands, it is suggested that deputy heads are especially vulnerable to ro

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1976.tb02321.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Summary.Levels of concept acquisition in terms of attribute perception were examined for 20 different chemical concepts featuring in GCE O‐level school chemistry courses. The instrument used was a ‘concept perception’ test describing concept attributes in a hierarchical sequence ranging from a specific, concrete level to a generalised abstract level. This test was administered to 560 14 to 16‐year‐old secondary school pupils. Findings indicate that levels of concept acquisition change significantly from the concrete to the abstract description with the advancement of students from the third to the fifth form level, but the absolute level of the association of concept labels with their abstract interpretation is generally low even at the highest educational level examined. The adjustment from concrete to abstract attributes of chemical concepts appears strongly dependent on the length of concept maturation periods, but is not influenced by students'

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1976.tb02322.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Summary.The validity of a procedure for identifying students at risk of failure on the basis of first term examination results was checked by following up 188 students at risk, from a total of 1902 in Aberdeen University Arts Faculty in session 1974–5. 76 per cent of the students at risk recovered successfully, and 40 per cent of failing students were missed by the procedure. Comparison of students who fail and those who recover, and of failing students identified as at risk and those not identified, and other attempts to find a means of improving the early warning system, were unproductive. The value of the system may lie not in prediction but in demonstrating awareness and concer

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1976.tb02323.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Summary.The intent of this study was to explore several segments of divergent intelligence, visual stimulus complexity as a cognitive style, and auditory acuity, that presumably characterise the artistically expressive person. The sample population was comprised of 34 visual artists, 32 musical artists, and a normative group of 30 undergraduate university students. Between‐group differences were examined by way of ANOVA, multiple discriminant function analysis, and then by a principal components solution (with varimax rotation). Preference for visual stimulus complexity was upheld as a cognitive style dimension common to both artistic and musical personalities. Substantive evidence was found to confirm the ‘divergent auditory figural memory factor’ (DFS‐A) posited by Guilford in his SI model. As conjectured, visual artists displayed a superior propensity on the triadic divergent abilities subsumed under fluency, flexibility, and originality of thinking, while musical and control subjects were undifferentiated on these cognitive parameters. More importantly, the heightened auditory acuity and aesthetic judgment of visual artists over that of controls, as measured by the pilot auditory discrimination test, indicates the existence of a general intersensory factor among creative artists. Similarly, the musician's sensibility and attraction to complex abstract imagery beyond that of their non‐artistic peers further strengthens the notion of possible shared perceptual features by creative individuals across discretesensory modalities. Overall, the selected variables were shown to be reliable predictors for identifying the artistically gifted i

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1976.tb02324.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Summary.A battery of 28 individually administered tests, comprised of measures derived from the work of Piaget, of simple and complex learning, of language, STM, LTM and intelligence were given to 210 children aged 5.6 to 6.0 during their first year of schooling. The children were drawn from 21 schools: seven schools from each of three areas rated as privileged, average and underprivileged. Factor analysis revealed seven significant factors amongst which were separate ones for language and operativity. The latter is defined and the usefulness of the Piagetian measures is discussed as is their relationship with the other measures, and the sensitivity of all measures to influences associated with socio‐economic statu

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1976.tb02325.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Summary.Tests of reading and mathematical understanding were administered to 210 children from three socio‐economic backgrounds who had been tested 12 months earlier during their first year at school. When first seen, the children were given 28 cognitive tests, the results of which have been discussed in a previous paper (Lunzer,et al., 1976). Measures of operativity were found to be superior to measures of language in predicting progress in mathematics for all socio‐economic groups. Operativity was also superior for socio‐economic Groups 1 and 3 in predicting success in reading of unrelated words, and was comparable with language in the case of Group 2. Operativity and language were found to have similar powers in the prediction of reading comprehension. Short‐term memory for the presentation of a visual sequence proved to be a highly significant and independent predictor for success in word recognition and, to a lesser degree, in mathematical unders

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1976.tb02326.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Summary.This study relates Jensen's dual‐process theory of cognitive functioning to the performance of 10–11 year‐old children on the learning of both factual and inferential information. Using Digit Span and Raven IQ scores, a total of 84 children was divided into four groups, scoring high and/or low on Level I (associative) and Level II (conceptual) abilities respectively. The performance of these groups was then compared on short‐term recall of factual and inferential listening comprehension items and on longer‐term recall of factual and inferential items in a test based on a prepared social studies lesson. It was hypothesised that conceptual ability would have the stronger relationship to performance on inferential items, but that associative ability would facilitate performance on factual items. Some evidence was found for the facilitative effect of high associative ability on recall of factual information in the social studies test but not in listening comprehension. Conceptual ability was by far the stronger determinant in the recall of both factual and inferential information. These results suggest that Jensen's dual‐process theory has not yet demonstrated its utility in the area of scho

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1976.tb02327.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Summary.20 children learned to read single words that were presented together with (i) a picture of the object named by the word, (ii) a picture of an object unrelated to the word, (iii) a ‘nonsense’ picture not resembling any object, and (iv) no picture of any kind. Presence of an appropriate picture resulted in significantly fewer correct responses than any other condition. The no‐picture condition was the most favourable for learning to read, and it also resulted in largest number of correct responses after a retention interval of 28 days. Learning by massed or distributed practice over time did not affect these relationships although in all conditions distributed practice resulted in more correct responses. The results indicated that whether pictures adversely affect learning to read or not depends on the relationship between the picture and the printed word, a direct equivalence being the least favou

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1976.tb02328.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Summary.Separation thresholds for groups of 26 dyslexic and normal children attending the first year of secondary school were obtained with pairs of identically‐oriented and spatially‐overlapping straight lines presented at orientations varying from zero to 90 degrees. The dyslexics as a group had about 10 to 15 msec longer separation times than normals. In a second experiment single straight line contours were preceded by an homogeneous light mask. Dyslexics required longer stimulus exposures for detection than controls. It is suggested that the present results are compatible with the view of a developmental lag in the visual information processing of dyslex

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1976.tb02329.x

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY