摘要:

Summary.Three schools of thought on the intellectual development of science pupils were examined and it was concluded that theories which take account of the characteristics of both the subject‐matter and the learner have the best prognosis. Strengths and weaknesses of popular methodologies for eliciting information about cognitive development were explored and it was suggested that pupils' classroom behaviours can provide a useful data‐base for the cognitive theorist. These points were illustrated by combining a logical analysis of a scheme of generic categories of scientific behaviours with a study of the incidences of these behaviours in science lessons across twelve consecutive years of primary and secondary schooling. Behaviours of 3,751 pupils in 864 lessons taught by 144 science teachers were cluster‐analysed and a three‐tier, hierarchical model of intellectual development in science was postulated. The preferred instructional strategies of the science teaching population studied were de

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb02574.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.To trace the development of expressivity in children's drawings, 128 children, 16 each at the mean ages of 4, 5, 7, 9, 11, 13, 16, 20 were asked to create a series of drawings depicting expressive qualities (e.g., happy, sad) in both trees and lines. Drawings were first scored in terms of the accuracy of both expression and representation (trees, lines). Successful expressive drawings were then scored in terms of strategy utilised: literal representation (e.g., crying face for sad), abstract expression (e.g., drooping lines for sad), and content expression (e.g., a barren tree for sad). Finally, drawings scored as abstract expression were rated as to the types of abstract contrasts used (e.g., angle/curve, big/little, upward/downward). The results document a developmental trend from an initial ability to produce abstract expression based, in part, on amodal similarities (e.g., big for loud) toward the production of more complex multi‐dimensional types of abstract expression, and increasing integration of representational ability and expressive ability in the form of content expressio

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb02575.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.Forty‐four mothers of children with Down's syndrome (CA mean 61.5 months, range 37.90; MA mean 36.4 months, range 11.63) checked off the words used by their children from a list of 108 ‘topic words’ taken from the First Word Language Programme (Gillham, 1979). Significant correlations were found with Reynell Expressive Language Age (r= 0.87) and Verbal Comprehension Age (r= 0.76). The importance of formal methods of integrating parents into the assessment process is discussed in relation to the interpretation of sources of variance between parent and professional assess

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb02576.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.The responsibilities of educational psychologists for the assessment of children's special needs have been extended by recent legislation. In seeking ways to meet the extra demands on limited resources, school psychological services may consider more economical ways of obtaining information on the abilities of individuals. For the assessment of cognitive functioning, usually part of diagnosis, shortened forms of intelligence scales, such as Wechsler's, are often favoured. IQs from the full WISC and pro‐rated IQs from four subtests are examined for two samples of 10‐year‐olds. It is shown that the regression on the short‐form is significantly different for the ‘clinic’ population, from the parameters of the general normative population. Abbreviated scales of this kind cannot be recommended for the assessment of special educat

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb02577.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.The expectancy confirmation and egotism models of causal attributions for success and failure were investigated with 400 fifth form students taking the New Zealand School Certificate English examination. Attributions for expected exam outcome and actual exam outcome were assessed with a scale containing 33 items categorised into the attribution dimensions of stability and locus of causality. The results suggested that exam outcome attributions are a function of both expectancy confirmation and valence of actual outcome, with the effects being due primarily to subjects whose expectations for passing were disconfirmed by actual failure. Compared to pre‐exam attributions based on expected outcome, these disconfirmed failure subjects reduced post‐exam attributions to internal (stable and unstable) and external stable causes, but increased their attributions to external unstable causes. Where expectations were confirmed (pass or fail) attributions from pre‐ to post‐exam were generally consistent; however, the confirmed pass subjects tended to see internal factors as more important than the other subjects, and external unstable factors as least important. The findings are discussed in terms of the implications for future achievement sit

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb02578.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.The components of interest in natural sciences and technology were studied in 100 students in the science and technology divisions of a Swedish secondary school. Also reported were perceived ability, success and invested effort in eight selected school subjects as well as vocational preferences and the reasons for these. Interests were found to be well accounted for by two factors—logical orientation and practical value. Interests and grades were strongly correlated but the correlation between interests and effort was more moderate. Structural analysis of the relationships between interest and achievement‐related variables suggested that effort was mainly directed towards school subjects which students rated as important and in which they perceived a high degree of ability. Furthermore, effort led to success and success to interest. There was, however, little tendency for interest to lead to increased effort. Dispersion of interests correlated with a preference for natural science and technology as compared to the social sciences and the humanities. Interest in school subjects correlated at a moderate level with some of the vocational preferences; these were, however, little related to judged future job market prospects in vocati

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb02579.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.Students (N = 416) viewed a videotaped lecture and then completed an objective examination based upon the lecture. The lecture was experimentally manipulated to vary in content coverage (the number of test questions covered) and the expressiveness with which it was delivered. Different groups of students received no external incentive to do well, were told before the lecture that they would receive money for each correctly answered question (incentive‐to‐learn‐and‐perform), or were told of the added incentive after the lecture but before the examination (incentive‐to‐perform). Better student performance was associated with added student incentive, better content coverage, and more lecturer expressiveness. However, the level of incentive interacted with both content coverage and expressiveness. Lecturer expressiveness had a large effect (eta2= 9.4 per cent) when there was no added incentive, but no significant effect when an external incentive was added. Content coverage had a small effect (eta2= 5.2 per cent) with no added incentive, a larger effect (eta2= 13.0 per cent) for the incentive‐to‐perform condition, and the largest effect (eta2= 26.5 per cent) for the incentive‐to‐learn‐and‐perform conditions. These findings suggest that lecturer expressiveness has a substantial impact when extrinsic motivation is low, and that added incentives have separate effects on motivation to learn an

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb02580.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.This paper examines the effects of a programme of microcounselling upon the training of in‐service teachers in specific counselling skills. It is argued that differences exist between the patterns of teacher questions common in classrooms and those appropriate in counselling, and that similar differences can be found between the proportion of teacher‐ and pupil‐talk in both settings. It was found that, following microcounselling, teachers significantly reduced the number of closed questions used, and also effected a significant increase in the total amount of pupil talk. In addition, teachers increased their use of open questions, and decreased their overall talk‐times, although neither of these results reached the 0.05 level of significance. It is concluded that microcounselling is a promising, if still evolving, technique for training teachers in the skills of coun

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb02581.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.A double‐blind follow‐up study of Grade 2 children showed that those who had experienced a kindergarten programme stressing personal task‐management skills were more likely to perceive themselves as responsible for their own learning than those from teacher‐directed kinder

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb02582.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.It is argued that previous name stereotype research has been one‐sided in focusing solely on stimulus characteristics. This study attempted to improve this situation by taking into account the christian name stereotype of both the subject and stimulus figure. Subjects marked six essays each supposedly written by a different stimulus figure. A 2 × 2 × 2 × 3 ANOVA (male vs. female subjects × attractively namedvs. unattractively named subjects × malevs. female stimulus figures × attractively namedvs. unattractively namedvs. unnamed stimulus figures) showed only two significant effects, for attractiveness of the subject's name (P = 0.031) and for attractiveness of the name of the stimulus figure (P = 0.005). This latter effect showed a significant linear trend (P<0.005) with unattractively named stimulus figures receiving lower marks than unnamed stimulus figures who in turn received lower marks than attractively named stimulus figures. The results were related to the general literature on social relationships and the need for further integrative research was s

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb02583.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY