摘要:

Summary.Seventy‐eight children, identified as pre‐operational with respect to multiple classification skills and understanding of left‐right relations, were provided with one of three forms of training. Two of these involved children working in pairs on classification problems (collective conditions), the difference between the two conditions being where each child stood in relation to the other and to the task. In the third form of training, children attempted the same problems but worked alone (individual condition). During post‐tests, children trained in Collective conditions progressed significantly more than those trained in the Individual condition with respect to both multiple classification skills and conceptions of left‐right relations. Results are discussed in terms of the role of social interaction in cognitive de

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1982.tb02515.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Summary.A factor analysis was carried out on psychometric data from each of two separate dyslexic populations, using an orthogonal solution. The first analysis, performed on 640 children referred for clinical assessment, yielded four factors. The first two represented literacy and intelligence factors respectively. Factor 3 indicated an auditory dysfunction and Factor 4 a visual/verbal dysfunction. The second analysis, performed on 180 children screened for literacy problems, yielded three factors—Factor 1 suggested an auditory problem similar to Factor 3 of the clinical sample, Factor 2 a visual/verbal problem similar to Factor 4 of the clinical sample, and Factor 3 a literacy factor. The results are discussed in the context (a) of previous sub‐type classification studies and (b) of Vellutino's (1979) verbal mediation hypothe

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1982.tb02516.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Summary.The use of time by teachers and pupils was examined in eight secondary mathematics classes by systematic observations made during a week of lessons in the autumn and again in the spring. Time lost from instructional activities was assessed for each classroom in terms of a ‘time filter’ from which was derived a figure indexing the probable value of the minutes per week a typical child in the class spent actively ‘on‐task’. On average this figure was slightly more than half the minutes per week scheduled for mathematics. Results were discussed in terms of the stability of the observations and the interpretation of time

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1982.tb02517.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Summary.This paper reports the results of a survey of persistent absentees from school and their families. Four samples were selected: absentees from a secondary school, absentees from its feeding primary schools, absentees who had been referred for specialist advice because of their poor school attendance, and regular attenders. Interviews with parents and pupils showed that all three absentee samples were living in multiply disadvantaged circumstances compared with the regular attenders. The referred pupils tended to present more behaviour problems at home than pupils in the other three samples, but to be socially isolated outside the home.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1982.tb02518.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Summary.A booklet describing a variety of control strategies used by teachers in dealing with disruptive behaviours was administered to 60 male and 60 female comprehensive school pupils in order to ascertain their opinions along several evaluative dimensions. The results showed that initiatory aggressive strategies which may appear to be effective in controlling misbehaviour could well have deleterious consequences in other ways. Males declared themselves more likely to misbehave than females. The overall findings would tend to suggest that in the normal comprehensive school it is as important to be aware of potentially disturbing situations as it is to be aware of potentially disruptive pupils.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1982.tb02519.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Summary.Past research has often confirmed the poor reliability and validity of oral examinations. But little is known about the factors influencing the evaluation of orals. Two recent studies of the secondary school leaving examination in Germany investigated the influence of information about past achievement, sequential effects and speed of speaking. Using an analysis of variance design, examination sessions in literature and geography were recorded on videotape and evaluated by 156 teachers of German literature from 39 schools and by 81 geography teachers from 24 schools. The results confirmed a remarkable between‐rater variance. The differences were significantly influenced by the speed of speaking (about 17 per cent), background information about past achievement, and the contrast of performance related to the sequence of presentation. Examinations which are so open to uncontrolled influences have a low inter‐rater reliability and therefore low reliability and validity. Further research is needed to analyse different sources of differences among various raters. Raters should be trained according to these findings in objective rating techniq

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1982.tb02520.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Summary.The relative impacts of course content, cognitive and affective factors on classroom behaviours of adult learners have been examined in the context of a systems paradigm from a longitudinal perspective. Based on the data of six classes in the evening programmes sponsored by the Department of Continuing Education of Brandon University, Manitoba, Canada, the analysis confirmed empirical linkages between input (course content) and process variables (cognitive and affective) with the output (behavioural) variables, though the relationships were far more complex than first conceived. Findings also suggested that feedback based on observation of behaviours hold significant promises of improvement of instruction to minimise frustration of adult participants and attrition problems.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1982.tb02521.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Summary.Two small‐scale studies were undertaken to explore the structural basis of co‐operation as a model of authority. The authority model was derived from the structure of constraint (as authority) noting an initial sensory‐affect stage of trust/dependence. Children (40, aged 4–5 years) were divided into groups which pursued sensitivity, co‐operative and free play (control) tasks, three times per week over a 6‐week period. Children were assessed on cognitive and moral tasks/interviews; and rated on task completion/correctness, interactional behaviours and child‐child sensitivity. Children in the sensitivity group (promoting trust/dependence as a stage in co‐operative authority) showed less competitive and more co‐operative behaviours on the cognitive task and more child‐child sensitivity in the moral interviews. The control and co‐operative groups showed more competitive behaviours on the cognitive task and adult‐oriented responses in the moral interviews. A sensory‐affect stage promoting trust/dependence appears necessary as a stage in the development of a ch

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1982.tb02522.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Summary.Piaget and Inhelder (1956) suggest that the development of perspective‐taking ability is sequential: children represent correctly before‐behind relationships earlier than left‐right relationships. Previous studies, however, have not considered the degree of masking present in each of the object arrangements. Three groups of 32 children (6‐, 8‐ and 10‐year‐olds) completed a perspectives task in which two‐dimensional arrays were used, thereby removing the masking variable. Children performed equally well on each type

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1982.tb02523.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Summary.In an earlier study, we reported on the musical ability of mentally retarded children. The present report extends the testing to a larger sample, more diversified in terms of age. The 121 children tested were drawn from four special schools. They range in age from 8 to 16, in IQ from 40 to 85. A factor of musical ability, independent of intelligence, is identified.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1982.tb02524.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY