摘要:

Summary.Judgments of relative number made by 4‐year‐old children were assessed by asking them to count and compare two collections of counters under various conditions. Counters were presented either in heaps, to be counted one at a time into opaque boxes, or to be placed on top of dots in rows. In the experimental series a visual display of the number sequence was provided, and the appropriate number marked after each collection had been counted. To control for the length cues in the visual display, a further test was carried out using a visual display with no numbers on it. A condition with no visual display was also used. Performance was significantly more accurate when numbers and numerical dot patterns were visible and when the counters were counted into boxes rather than being arranged into rows. This suggests that children's poor performance on relative number judgment tasks may be due not to a poor understanding of number but rather to memory factors and to over‐reliance on perceptual cues. Aiding their memory of the number sequence and the numbers counted, and removing perceptual cues, enabled them to use their counting skills effect

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb02588.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.The performances of 465 hearing and 540 hearing‐impaired school‐leavers on the Vernon‐Miller Graded Arithmetic‐Mathematics test are reported. A previous study revealed that hearing‐impaired children in special schools and partially hearing units scored approximately three years below their hearing peers. Somewhat paradoxically, however, degree of hearing loss was not a major determinant of performance in the hearing‐impaired sample. One possible explanation for these findings is that children in special education follow a different and less demanding curriculum than hearing children. To explore this possibility, 135 hearing‐impaired children attending ordinary schools were tested. Multiple regression analysis reveals that while this ‘mainstreamed’ sample performed better than those in special education, educational placementper seis not an important determinant of achievement. No sex differences emerge for any hearing‐impaired group and hearing loss remains a significant (r = ×0.26, P<0.001) but weak pred

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb02589.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.Two experiments were carried out to investigate the effects of pictures on learning to read a set of isolated, similar, common nouns. Five groups of kindergarten children took part in the first study. The children in four of the groups learnt each word using a picture of the thing represented by the word, and in two of these four pictorial groups the children had their attention drawn to the fact that the word and the picture represented the same thing. No mention was made of this relationship to the children in the other two groups, and within each of these association conditions one group of children was presented with the word 1 second prior to the presentation of the picture, and the other group received these inputs simultaneously. The fifth group of children acted as a control by learning the words in the absence of pictures. The results indicated that both the instructions to associate the word and the picture and the viewing of the word prior to the presentation of the picture failed to improve performance. Of more importance, however, was the observation that those children who learnt the words in the absence of pictorial information recognised more words on the critical post‐learning trial than the children in the pictorial groups.Four groups of kindergarten children took part in the second study. The children in two of the groups learnt the words with the aid of pictures, with one group seeing the picture 1 second prior to the word (the primed group) and the other group seeing the picture 1 second after the word (the non‐primed group). The children in the remaining two groups were used as controls, with one group viewing a blank card 1 second prior to the word and the other group viewing the same card 1 second after the word. The results showed no difference in performance between the primed and non‐primed conditions, but, consistent with the first study, the children who did not view pictures out‐performed those who did. It was recommended that when teaching children to recognise visually presented words teachers abandon the general practice of using pictures

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb02590.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.Students in Cape Verde and Pakistan worked through different versions of two instructional programmes intended to teach the visualisation of reflection or rotation respectively in diagrams of three‐dimensional structures. The three versions of the Reflections Programme were concerned respectively with reflections across a different Cartesian plane; the three versions of the Rotations Programme were concerned respectively with rotations about a different Cartesian axis. The results on a post‐test indicated that all six programmes were successful on teaching the particular task in connection with the Cartesian plane or axis in which it had specialised. However, none of the programmes was successful in bringing about any learning to reflect across a different plane, or to rotate about a different a

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb02591.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.Eight hundred 9‐year‐old children being studied by the Dunedin Multidisciplinary Health and Development Research Unit were assessed in terms of academic self‐concept, intelligence, and school performance. A short form of the Student's Perception of Ability Scale (SPAS) was used to estimate academic self‐concept. Intelligence was assessed by the Wechsler Intelligence Scale for Children‐Revised (WISC‐R), reading by the Burt Word Reading Test, spelling by a short form of the Dunedin Spelling Test, comprehension and expression by the respective subscales in the Illinois Test of Psycholinguistic Abilities (ITPA), and school achievement by parents' perceptions of current attainment levels. The results indicate that the SPAS Short Form yields means, standard deviations, and internal reliability estimates that are consistent with other studies. In addition, sex differences were noted, with girls reporting slightly higher self‐perceptions of ability than boys. In terms of correlations between academic self‐concept and school‐related ability and performance, it was found that SPAS subject‐specific subscale scores correlated moderately with corresponding subject area performance, but weakly or negligibly with WISC‐R and ITPA Comprehension and Expression scores. Perceptions of ability, therefore, appear to be relatively independent of intelligence, and more related to success levels in school. It was also found that children identified as reading retarded had significantly lower self‐perceptions of ability than normal readers. Similarly, depressed children indicated relatively negative self‐concepts compared to past depressed a

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb02592.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.Whereas most studies of unemployment have tended to focus on the psychological effects of joblessness, few studies have looked at young people's beliefs about, or strategies of, getting a job. This study was concerned with school‐leavers' attributions about the causes of unemployment, the most and least useful job‐search strategies, and beliefs about which school courses they felt most useful in getting a job. Results showed both sex and class differences in their internal attributions about employment and external attributions about unemployment. Sciences, rather than arts or social science courses, were thought to be most useful in getting a job. The results are discussed in terms of attribution and expectancy theory. Problems associated with research of this kind are also conside

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb02593.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.Previous research in Britain and USA has indicated that motivation in education has several dimensions. Besides academic achievement motivation (hope for success), there are also dimensions reflecting fear of failure, extrinsic motivation related to external rewards, and intrinsic motivation out of personal interest in the subject matter itself.In Hungary extensive interview studies have led to the development of an integrated description of school motivation involving nine distinguishable motives in affective, cognitive, and moral domains. An inventory was developed to measure these nine hypothesised motives within the school context, and six separable factors were identified in Hungary.The present study involves a comparison of the factor structure of the Hungarian inventory with an English‐language version. Eight hundred Hungarian and 365 British 12–13‐year‐olds completed the inventory, and the main analysis extracted eight factors for boys and girls in each country. These factors described dimensions similar to the hypothesised motives, which were identifiable in a comparable form in both samples. Subsidiary analyses examined sex and school differences in mean scores within the two countries. Examination of individual items also produced interesting indications of possible differences between the reactions of British and Hungarian children to their experiences of

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb02594.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.The Rutter (1967) Children's Behaviour Questionnaire (Scale B) was given to 77 persistent absentees and their two control groups in the third, fourth and fifth years at a large inner‐city comprehensive school in a deprived area in South Wales over a three‐week period. The results showed that the persistent absentees depicted significantly worse behavioural traits than the pupils in the two control groups and exuded higher levels of neurotic and anti‐social conduct. Some interesting group and sex differences were found within these data. The implications of these results are discussed in the light of recent fin

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb02595.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.The anglicised version of the McCarthy Scales of Children's Abilities (MSCA) was administered to 89 4¼‐year‐old children in Stoke‐on‐Trent. Factor analysis gave some support for the construct validity of McCarthy's General Cognitive, Perceptual‐Performance, Verbal and Motor Indexes. However, no support was found for Memory or Quantitative Indexes. These results are considered in the light of previous studies of the construct validity of the MSCA, and it is suggested that results from the Quantitative Scale, in particular, should be interpreted cautiously with children under the age

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb02596.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.This study of perceptions of classroom psychosocial environment is distinctive in that it involved a sample at the primary school level and it incorporated assessments of both preferred and actual environment. Administration of a new short version of the My Class inventory to a sample of 758 third grade students and their 22 teachers supported the validity of the instrument and revealed some interesting systematic differences between pupils and teachers in their perceptions of preferred and actual classroom environment. In particular, both pupils and teachers tended to prefer a more favourable classroom environment than was perceived as being actually present, and teachers generally perceived the environment of their classes more positively than did their pupils in the same classrooms.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb02597.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY