ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1974.tb00775.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

Summary.Sixty‐six children aged 9–10 years were tested in two groups with two parallel cloze tests of reading comprehension. The same tests were then given as cloze tests of listening comprehension. Each group received different parallel forms in each of the language modes. The scores for the listening tests for both groups were significantly lower than the reading scores.Significantly fewer responses were made in the listening mode. Analysis of errors made in both modes revealed that 44 per cent of errors in the reading tests and 37 per cent of errors in the listening tests were syntactically appropriate respon

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1974.tb00776.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

Summary.A five‐factor structure in ratings by teachers is proposed as useful and theoretically justifiable, comprising stable and unstable aspects of extra‐version‐introversion, and a dimension of Competence or the Good Pupil. The construction of a scale to test this structure is described. The resultant factor analysis supports the five‐factor structure at the first‐order level, and at the second‐order level there is a parallel with broad dimensions identified by ot

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1974.tb00777.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

Summary.Academic performance in three fields of study, engineering, physical sciences and languages, has been analysed by comparing the characteristics of successful students with those of the less successful and those who failed to graduate. The students obtaining the better degrees generally had the better entry qualifications, and in engineering and the sciences, had reacted less against the industrial training element of sandwich courses. No strong relationship between social class and academic performance was found in engineering and the sciences, but, in languages, the successful students tended to come from non‐manual backgrounds, and it is speculated that their acknowledged greater flexibility in their native language may have generalised to foreign languages. In a study of student worries it was found that those who were to go on to do less well or not graduate at all, were apparently aware of their difficulties at an early stage, and able to articulate the

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1974.tb00778.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

Summary.In the search for factors affecting the ‘educability’ of children, tasks derived from the theoretical positions of Piaget and Bruner were administered to children of primary school age in three cultures. The sample, of total size 1,536, was drawn from New South Wales, Australia, Papua, New Guinea and children of non‐English speaking migrants in Sydney, Australia.Instruments were designed or adapted to minimise difficulties of cross‐cultural application. The tasks were divided into two groups—‘product’ (getting it right) and ‘process’ (how it was done). Behaviours, representative of development according to the theories of both Piaget and Bruner, were found in all three cultures. The order of difficulty of the product tasks, with some minor exceptions, was the same for all three, whether the children had been to school or not. The Bruner process tasks presented a different picture. There were material differences from culture to culture in the order of appearance of various identifiable processes. As difficulty of task increased, the process commonly used by the children of each culture changed. With the most difficult tasks the children from all cultures tended to use the same process. Some implications of the findi

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1974.tb00779.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

Summary.Performance on Inhelder and Piaget's pendulum problem was obtained as a validating measure in a study of the transition from concrete to formal thinking. The sample consisted of 236 children aged from 10 to 14 years. A detailed scoring procedure was devised, which distinguished method from content aspects of performance on the problem and which allows categorisation of each child into one of nine developmental stages. Quantitative performance scores were also derived.Overall level of performance on the pendulum problem is strongly related to age, but not to sex or to school attended. In general, the results support Inhelder and Piaget's account of the transition from concrete to formal thinking. However, a specific problem, for their theory, arises from the relationship between method and content aspects of performance in the early formal operational stage (IIIA). This problem is discussed in detail and attention is drawn to the effects of a child's expectations on his performance.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1974.tb00780.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

Summary.The attainments, attitudes, personality characteristics and friendship relations of three successive year groups of children (N=254, 252 and 234) were assessed towards the end of their first term in secondary school, the first group having transferred direct to the secondary school from their various primary schools whereas the other two groups had spent one year in a transition department. The children from the transition department were found to be better adjusted in the social and emotional domains than those who had not had this experience. These differences were more pronounced in the case of girls, children of average and low VRQ and children coming from small primary schools.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1974.tb00781.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

Summary.Samples of the speech of infant school children in a story recall task were analysed, and a moderately reliable measure of the structural complexity was devised. With this measure and with a standardised vocabulary test the language skills of children entering school from different social backgrounds were investigated. The relationship between speech and educational progress was explored with particular reference to learning to read. The speech of the socially disadvantaged children was rather less well developed than that of the advantaged, but at each testing during the first two years of schooling this difference lay in the frequency of use of various complex forms, not in their presence or absence. Differences between children within social groups were considerable. Reading ability was related to vocabulary skill; but there was no correlation with speech structuring skill, which was generally adequate in both groups to support early reading.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1974.tb00782.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

摘要:

Summary.Two attempts to facilitate the aural reception of prose material in educationally subnormal children were compared. The methods used were (1) to show illustrations of items occurring in the details as they were presented, with the aim of aiding imaginal, in addition to verbal, recoding, and (2) to slow the rate of presentation of the material to allow more time for the subjects to analyse and store the information. Both methods produced similar significant improvements in recall performance that were large enough to be of practical usefulness. Ways of studying the recoding performance of educationally subnormal children to provide information to enable further improvement in reception were examined.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1974.tb00783.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1974.tb00784.x

出版商:Blackwell Publishing Ltd    

年代:1974

数据来源: WILEY