ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01862.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.The National Survey is a longitudinal study of 5,000 boys and girls born in 1946. In this paper the test scores and allocation to selective courses of children living in Scotland are compared with those in England and Wales. The Scottish pupils were superior to the English and Welsh in the tests of sentence completion and reading at 8 years, in arithmetic at 11 years and in mathematics at 15 years, whereas the English and Welsh were superior in tests of non‐verbal intelligence at all three ages and in vocabulary and verbal intelligence at 11 years.It is suggested that the growing apart of the social classes in test results between 8 and 11 in England and Wales, which did not occur in Scotland, may arise from the pressure associated with secondary selection at 11+. Social inequalities in selection were found both North and South of the Border, being slightly greater in the South. The more generous provision of places in Scotland is demonstrated by the fact that the Scottish manual working class boy or girl at each level of ability was approximately as likely to embark on a selective course as a middle class pupil in the Sout

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01863.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.Thirty‐five members of staff of the mixed secondary modern school completed the 16 P.F. Test and these scores were compared with those of teaching ability as rated by the head teacher. It appeared that the best teachers differed from the rest on factors A –, B+, E+, L –, M+, Q1 – and Q3 –. As teaching ability was linked with sex, correlations partialling out sex indicated that factors L – and M + were significantly (.05) correlated with rated teaching ability and that H+ marginally failed to reach this level of s

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01864.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.A group of first year engineering students was given the Progressive Matrices (1947) with initial and final time limits; the Nufferno Level test, with a time limit; and an objective (mathematical) test with initial and final time limits. As in a previous study, the Matrices test revealed a slow‐working group which was handicapped by the time limit. On the Level test, this group completed fewer items within the time limit, but obtained as a high a Level score as the faster‐working students. The group was shown to be handicapped by the time limit placed on the objective test. The implications of these results for university selection procedures, and the relevance of the personality dimension of introversion‐extraversion as a possible explanatory factor for the group differences, are disc

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01865.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.The Coloured Progressive Matrices test has proved to be a useful non‐verbal instrument apart from some doubts concerning its reliability. A pilot investigation gave reason for belief that the test could be group‐administered with higher reliability than had hitherto been reported. The test was administered to 159 6 to 7‐year‐olds, coefficients of internal consistency and stability being .89 and .87–.76, respectively. Relationship of matrices scores with those obtained from other instruments are quoted, together with score distributions and directions for group administration with young

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01866.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.Teacher ratings of personality and ability on 458 children aged 11 years were obtained as were their scores on a personality questionnaire and tests of cognitive ability. The scores were intercorrelated. The major finding was that, according to the C.P.Q. test and teacher ratings, well adjusted, extravert children have higher scholastic attainment.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01867.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.This investigation is concerned with testing the hypotheses that the regression of intelligence test scores on anxiety and neuroticism is curvilinear, and in the form of an ‘inverted U,’ and that extra version is negatively correlated with intelligence. The results support neither prediction. The findings are discus

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01868.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.One forced‐choice test of academic motivation and two Likert‐type tests were developed and their validity assessed. One of the Likert tests appeared to possess little validity, for several possible reasons. But the forced‐choice test and a Likert test constructed from the same materials (sentences) and administered to comparable groups under comparable conditions appeared to be about equally valid, as judged by significant relations with teacher ratings and stream level of the

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01869.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.155 boys and 128 girls in the fourth year of secondary school judged each of thirty‐six concepts on scales taken from Osgood's three dimensions. Preliminary analysis confirmed the factorial composition of the scales. For each subject one evaluative score was obtained on every concept and the scores were intercorrelated and factor analysed for boys and girls separately. Five principal components were extracted in each case, accounting for 57 per cent. of the variance. The axes were rotated successively to the Varimax and Promax criteria. The two sets of Promax factors are discussed in relation to the attitudes of adolescent boys and girls to success and ambition, school and authority, security, the opposite sex, parents and self. For each sex group two second‐order factors were obtained from the correlations between Promax factors. In each case, the larger was a general factor. For boys, the remaining second‐order factor was related to school and authority; for girls, it was a factor of reward, money and youth. The investigation demonstrates a procedure for determining the affective meaning of concepts important in the lives of adolesccent boys and

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01870.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.The France‐Wiseman Educational Guidance Programme consists of three 32‐page work‐books which contain a variety of tasks for children to complete at their own pace as part of their normal class‐work over a period of about two weeks. The three work‐books are for use by first, second and third‐year juniors, respectively. The separate tests were tried out in a variety of schools throughout the United Kingdom in the Spring of 1964, and were then standardised simultaneously in November, 1964, on a random sample of Warwickshire and Solihull primary schools. The scores were analysed first to provide tables of standard scores, and then to investigate the achievement of:(a) children born in different months of the year,(b) boys and girls,(c) children from different areas of the county,(d) children from different family backgrounds, and(e) all children on the different sub‐tests.The results showed that untimed tests of this nature, even when of short duration, can produce a satisfactory discrimination over most of the ability range, (a) The effect of month of birth decreases for the older age‐groups. (b) In all cases the spread of scores for girls is less than that for boys. Girls generally achieve higher scores than boys over the whole ability range. The greatest superiority is shown in tests of the basic skills rather than in tests of reasoning and the smallest differences occur in tests of mathematical or spatial ability, (c) There are appreciable differences in the achievement of children from different areas, (d) Some evidence suggested a relationship between the member of family listed first by the child and his own ability. A correlation of −0.2 was found between number of siblings and aggregate test score, (e) Factor analysis of the intercorrelations of sub‐tests showed a consistent factor patter

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01871.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY