摘要:

Summary.This investigation seems to indicate that when junior schools adopt a policy of non‐streaming, the result is, on the average, an improvement in the intellectual and scholastic progress of pupils. This increase in ability and attainment is achieved without any noticeable ‘holding back’ of brighter pupils, though it seems true that the main effect of non‐streaming is a radical ‘pulling up’ of the more backward children.These results are in striking contrast with what teachers believe to be the effects of streaming, as shown in Part I of this article. Streaming, most junior school teachers believe, is a method of school organisation which allows children to progress, educationally, ‘at their own natural pace’; bright children are, it is believed, held back by being taught in classes containing duller pupils, whilst duller pupils tend to be overawed, and consequently are retarded, by the presence of brighter pupils in their classes. Consequently, it is widely believed that both dull, average and bright pupils make maximum educational progress when streaming policies are operated. The evidence of this investigation suggests that streaming does not in fact have these effects—rather that the contrary is true. In view of the fact that streaming procedures at the junior stage of education do not find favour in most other advanced countries of the world whilst they are almost universally practised in English junior schools, it would seem that further research into the effects of streaming along the lines of the present investigation, ar

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1961.tb02923.x

出版商:Blackwell Publishing Ltd    

年代:1961

数据来源: WILEY

摘要:

Summary.For many people the rate of reading never catches up with the maximum rate of comprehension. A course on effective reading for adults is described which is designed to increase the rate of reading, and match it to the material read and to the amount of information which the reader wishes to absorb. The course originated in America, but has been modified to suit the needs of British adults. Table 1 gives most of the reliable results which have been obtained so far in this country. The average rate of reading falls off somewhat three to six months after the end of a course. The need for validation outside course hours is stressed, and various suggestions are made for additional research.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1961.tb02924.x

出版商:Blackwell Publishing Ltd    

年代:1961

数据来源: WILEY

摘要:

Summary.A large number of children in a junior school were tested, individually, along the lines initiated by Piaget, in an attempt to trace the development of the conservation of weight. While results very similar to those of Piaget are obtained using his criteria for invariance of weight, it is shown that children who are conservers of weight in his type of test, are often non‐conservers in other tests of conservation of weight. Overall, our results lead us to suggest that while logical thought may be a necessary condition for conservation of weight, it is not a sufficient condition. Sheer experience of the physical world seems to play a more important role than Piaget reckon

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1961.tb02925.x

出版商:Blackwell Publishing Ltd    

年代:1961

数据来源: WILEY

摘要:

Summary.In the endeavour to compare the performances of children from different ethnic groups on standardised tests, carefully chosen samples of European, Indian and African children in Natal were given non‐verbal tests. Half the children in each group were then coached for two short sessions on the type of material employed in the tests and all children were then re‐tested.The initial scores of the European children were greatly superior to both the Indian and Africans. However, the net coaching effect on the African children was twice that on the Europeans, while for the Indian children it was zero. Reasons for the differences between the ethnic groups are discussed and the conclusion drawn that the standardised test scores of children from different cultural backgrounds cannot be considered comparable, even after a period of familiarizat

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1961.tb02926.x

出版商:Blackwell Publishing Ltd    

年代:1961

数据来源: WILEY

摘要:

Summary.Item analyses of Progressive Matrices (1947) were carried out separately for two groups of university students. The results indicated that the test successfully discriminates within relatively homogeneous groups of high intelligence. It is suggested that the test could be improved by dropping some of the items, and turning it into a power test, rather than one measuring a combination of speed and power.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1961.tb02927.x

出版商:Blackwell Publishing Ltd    

年代:1961

数据来源: WILEY

摘要:

Summary.The effects of co‐education on attainment in examinations, as shown in the Northern Ireland Senior Certificate examination, were studied. Comparisons between co‐educated and segregated boys and girls were made on the basis of success in gaining the Certificate, and marks in individual subjects. In general, co‐educated boys seemed superior to segregated boys but co‐educated girls tended to have lower marks than segregated girls. The possible influence on these results of age, I.Q., or social class, was considered; no conclusive evidence of the effect of these factors wa

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1961.tb02928.x

出版商:Blackwell Publishing Ltd    

年代:1961

数据来源: WILEY

摘要:

Summary.1.—Twenty‐four members of a class of approximately 16‐year‐old grammar school boys wrote brief forecasts of their own lives ten years later. After the period of ten years had elapsed, twenty of the original group were traced. All of them agreed tc answer a questionnaire concerning their recollections of their forecasts and their vocational and personal history in the intervening period.2.—An analysis of the forecasts suggests that these twenty‐four boys had thought about vocational aspirations, questions of marriage, status and prestige, leisure interests, independence, and their own physical appearance.3.—The follow‐up study provides factual information on the transition from school to adult life and also gives indications of the attitudes towards this process from the young adul

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1961.tb02929.x

出版商:Blackwell Publishing Ltd    

年代:1961

数据来源: WILEY

摘要:

Summary.The incidence of four adverse conditions often claimed to be associated with ‘broken homes,’ was studied among children who had been ascertained as maladjusted and were attending special residential schools. The four circumstances, namely divorced parents, the presence of a stepparent, the death of one parent and illegitimacy, affected some 60 per cent. of the sample.Two further conditions were investigated. Firstly, the incidence of adoption which was found to be much higher among the maladjusted than the ordinary population. Secondly, there were twice as many left‐handers among the maladjusted children as one would have expected from the incidence of left‐handedness in the child pop

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1961.tb02930.x

出版商:Blackwell Publishing Ltd    

年代:1961

数据来源: WILEY

摘要:

Summary.Several recent investigators have reported studies of personality factors in educational attainment in terms of Eysenck's dimensional theory of personality. These findings have tended to show that attainment is associated with introversion and neuroticism. In the present paper seven predictions concerning the associations of neuroticism and introversion‐extraversion with persistence, size of vocabulary and intelligence were derived from Eysenck's theory and subjected to investigation. Five of the predictions were verified at a statistically significant level, namely: (1) there was a positive correlation between introversion and persistence and (2) between neuroticism and size of vocabulary; (3) there was a curvilinear relation between neuroticism and score on Raven's matrices, subjects in the middle range of neuroticism doing best; (4) and (5) there was no significant correlation between either neuroticism or introversion and intelligenc

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1961.tb02931.x

出版商:Blackwell Publishing Ltd    

年代:1961

数据来源: WILEY

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1961.tb02932.x

出版商:Blackwell Publishing Ltd    

年代:1961

数据来源: WILEY