ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1979.tb02419.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

Summary.An ecological study of the quantity and distribution of language among children in nursery schools is reported. Two different situations, one when the presence of the adult is incidental and the other where she assumes a teaching role, are analysed for categories of verbalisation by the children. The interactive effect of the adult in both situations is examined. It appears that she may be responsible for a re‐distribution of amounts of verbalisation over the categories, for drawing quantity towards herself and for adopting a didactic role. She in turn verbalises most with individual children. Age and sex differences are not significant and there is consistency in her verbalising procedure

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1979.tb02420.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

Summary.The sequential relationship of antisocial emotional disorders and reading difficulties was examined in a longitudinal study of a sample of 198 boys in their first two years at school. Teachers completed behaviour questionnaires at school entry and at the end of Primary One and Two. The children were tested for reading readiness at school entry and for reading performance at the end of Primary One and Two. Antisocial deviance was shown to precede later reading difficulties, but was associated at school entry with poor performance on the tests of reading readiness. An examination of the predictive effects of low performance on reading readiness tests and the reading test at the end of Primary One indicated that later antisocial deviance was not related at this stage of school to earlier poor performance. These results call into question, for this age group, the suggestion that reading backwardness leads to antisocial emotional disorders.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1979.tb02421.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

Summary.Sixty children of Indian, Pakistani or Bangladeshi origin who had spent all their school lives in England, 60 who had arrived within the past three years and 60 British children were randomly selected in two age groups (10/11 years and 12/13 years) from the pupils of 22 schools in 11 towns in the industrial north‐west of England. Individual mathematical tasks called for ‘relational thinking’ rather than instrumental technique. No significant difference was found in the ability to abstract the nature of a pattern, to use this abstraction in the face of pattern disturbance or in the ability to generalise. The ability to employ hypotheses in the formulation of a number concept was significantly affected by age. It was only when overt verbal reasoning in English was required that length of exposure to host culture proved to be a significant factor. An interaction between length of stay and sex had a strong effect upon the quality of hypothesis orientated questioning in the English language. Asian girls who had completed a full British primary education showed marked superiority over their male counterparts at age 10/11 and marginal superiority at

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1979.tb02422.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

Summary.Four indices of achievement relative to a measure of general intelligence were constructed for a sample of 178 adolescents. Measures of achievement were taken from tests in reading comprehension and mathematics from an English essay and from the results of public examinations at 16+. Relative achievement measures were derived from the regression residuals of the four separate achievement scores against scores on the AH4 test of general intelligence. Using reliability estimates for two achievement tests, reading comprehension and mathematics, and for the intelligence test, it was calculated that 69 per cent of the variance in the regression residual for reading comprehension, and 56 per cent in that for mathematics, were independent of unreliabilities in the tests. Analysis of the relationships between the four regression residuals indicated a single major component on which all the residuals were highly loaded, but the low correlation found between essay and mathematics with intelligence controlled suggested the involvement of two independent skills. Correlations with an additional set of variables indicated that pupils from poorer social backgrounds, with poorer records of attendance and poorer ratings of conduct in school obtained lower scores relative to their intelligence test scores for all the achievement measures; boys tended to obtain lower scores than girls except in mathematics where there was no significant sex difference.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1979.tb02423.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

Summary.The development of a 34‐item self‐report measure of behavioural adjustment to school is described in detail. Analysis identified three distinct scales—studiousness, compliance and teacher contact. All three scales and the total score are shown to have acceptable reliability and well‐defined construct validity within a normal lower secondary school population. Various applications of the instrument, including the use of a teacher form, are also di

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1979.tb02424.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

Summary.The relation between Piaget's logical theory of formal operational thinking and his account of cognitive development is discussed. The consistency of the latter is tested by a factor‐analytical study of the performance of 481 14‐year‐olds on five formal tasks. The content and concurrent validity of the group tests developed is reported, together with test‐retest and internal consistency reliabilities. Formal operational thinking was found to be a unitary construct, and both heterogeneity of performance and décalage were found to be smaller than a recent review had suggested. Yet it was concluded that a theory possessing predictive power is still

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1979.tb02425.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

Summary.Shayer's article argues for the utility of Piagetian stages. We contend that the case has not been made. It is argued that the pursuit of accuracy in identifying Piagetian stages may be counterproductive to the more important task of providing appropriate curriculum sequences.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1979.tb02426.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

Summary.Previous conclusions regarding the negative effects of illustration on learning to read are challenged. The view that reading is a linguistically and contextually constrained process demands that the effects of illustration be evaluated in this context and not only on isolated word recognition. Clarity is also sought on the issue of comprehension. For 20 average, second‐year readers, reading continuous text with and without illustration, it was found that illustration: (a) facilitated contextual word recognition accuracy, strategies reflecting use of contextual cues, the self‐monitoring strategy of self‐correction, and comprehension at the level of literal idea recall; (b) interfered with the use of graphic cues; and (c) had no effect on comprehension at the level of inference beyond literal co

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1979.tb02427.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

Summary.Retarded and normal readers were required to interpret two clause sentences in which the pronominal subject of one clause agreed with the named subject of the other. If the pronominal subject appears in the main clause, the subjects cannot have the same identity. If it is in the subordinate clause, the subjects may have the same or different identities. Some sentences followed an indirect speech format in which the subordinate clause is usually preceded by the main; others contained subordinate clauses headed by an adverb, which are not fixed in relation to the main clause. A simple order based solution sometimes adopted by young children avoids the main and subordinate distinction: if the pronominal subject precedes the named subject its reference is restricted to a different identity (ID2). The retarded subjects produced significantly fewer ID2 interpretations when these were obligatory, confirming that syntactic problems may be implicated in reading retardation. The group × set interaction was not significant, although the normal readers were too advanced to apply the order strategy. Since the retarded readers did not spontaneously apply the order strategy the possibility of teaching it where the main: subordinate distinction is too difficult to operationalise is raised

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1979.tb02428.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY