摘要:

Summary.This article discusses the findings of the second stage of an enquiry into the incidence, nature and aetiology of maladjustment among children in special schools for the educationally subnormal in South Wales. An intensive study was made of the thirty ‘most maladjusted’ E.S.N. children in the larger sample studied in the first stage, as well as of a control group of the thirty ‘best adjusted’ E.S.N. children, matched with the maladjusted children for age, sex and school.Significantly more of the maladjusted children (i) showed some physical weakness or defect, (ii) were subjected to adverse psychological pressures and unsatisfactory discipline at home, related to parental instability, and (iii) had had interrupted or incomplete relationships with their parents. There was little difference between the two groups in respect of the incidence of adverse congenital factors, difficulties in early development and poor material conditions at home. Significantly fewer of the maladjusted children had a positive relationship with their father. Maladjustment was, in many cases, associated with a lack of progress in the basic subjects at the special school.Maladjustment of the ‘withdrawn’ type tended to be associated with physical deficiency in the child and positive but weak parental discipline; aggressive behaviour was often linked with insecurity at home and hostile parental attitudes.These findings emphasize the need for comprehensive guidance services for the parents of educationally subnorm

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01815.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.The study demonstrates the construct validity of a forced‐choice test calledSentence Completion Testas a measure of achievement motivation. Four hypotheses derived from McClelland's studies on achievement motivation and level of aspiration were tested. Excepting one, all the hypotheses were confirmed. It was found thatSswith high scores on SCT showed more positive goal discrepancy scores than others. A multivariate test of analysis of variance also revealed a significant over‐all difference between the high and lownAch groups in terms of three different measures derived from the estimated, aspired and actual scores on three psychology quizes given to eighty‐five college fre

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01816.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.Two experiments were carried out in order to determine the facility with which attitudes of West African students and teachers towards the ‘modern’ approach in teaching can be expected to change. The first experiment involved teachers in Sierra Leone and Nigeria, who had been trained at the University College of Sierra Leone. Their attitudes towards the modern approach in the classroom were compared with those of groups of British, American and African teachers in Sierra Leone and England by means of a Likert type attitude scale. A statistically significant favourable difference was found between their responses and those of all other groups with whom they were compared. In the second experiment, graduate and under‐graduate groups of students in Zaria responded to the same scale at the commencement and end of their respective courses in Education. All groups showed a significant gain over their previous s

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01817.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.The Lorge‐Thorndike Intelligence Test, Level 3, Form A, and the Minnesota Tests of Creative Thinking (Torrance, 1962) were given to groups of 461 and 827 fifth‐grade American children. Subjects were divided into four groups, according to I.Q. range: below 90, 91 to 110, 111 to 130, and above 130. Linear correlations between I.Q. and creativity score for the whole population and for the sub‐groups gave few significant coefficients. Corrections for explicit selection and for unreliability of the creativity measures indicated that the ‘true’ correlation might be as high as 88. There was consistent decrease in size of the correlation as the level of I.Q. of the sub‐groups became higher, this lending support to the idea that, beyond a certain minimum level of intelligence, being more intelligent, does not guarantee a corresponding increase in the creativity. The results do not, however, support the view that creativity is an entity independent of other facets of huma

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01818.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.Thirty‐four teachers in primary schools in a Scottish city rated boys and girls in their classes on twenty‐five personal characterisctics, the characteristics being chosen largely on the criterion of their relevance, in the eyes of teachers, to school behaviour. In addition, measures were taken of the sociometric status, attendance and I.Q. of the pupils. The pupils were members of classes of 11–12‐year‐olds. Teachers were selected to give a balanced representation for both sexes, married and single women, and age groups; and were chosen from schools from various social backgrounds.In the first instance, a correlation matrix was computed for each of the sixty‐eight single sex groups of pupils. These individual matrices were combined to give six combined matrices—for men, single women and married women, of boys and of girls. The combined matrices were analysed by the method of principal components, each giving six factors which were then rotated by the Varimax method.Of the six rotated components obtained from each analysis, the first three accounted for between 48 per cent. and 66 per cent. of the total variance. These components show three highly consistent dimensions being used by the teachers in their assessment of pupils, the positive ends of which may be described, respectively, as ‘good behaviour,’ ‘high attainment’ and ‘sociability and social leadership.’Results are discussed in relation to differences between the present analyses, to two broad evaluative ratings of the ‘pleasant’ child and the ‘pupil worth taking trouble over,’ to teachers' assessments of attainment, and finally, to results obtained from studies

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01819.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.The results of a comparison between a skip‐branching and a linear programme designed to teach logarithms to secondary modern school pupils, indicated an initial superiority for the branching programme which disappeared on retest, two weeks later. The test and retest results of the branching programme correlated significantly with intelligence; those of the linear programme did not. Analysis showed that the branching programme catered as well for the lower ability pupils as did the linear one, but that higher ability pupils profited more from the branching than from the linear programme. There was no difference between the times taken to work through the programmes, but there was in error‐rate. Attitudes towards the two programmes were similar: at first they were highly favourable, but later, much more neut

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01820.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.In the literature there are two different points of view regarding the possible personality differences between the blind and the sighted. The first considers that blindness leads to compensatory behaviour, possibly accompanied by personality maladjustment and introversion. The second implies that in regard to basic personality variables the process of adjustment in blind persons is not significantly different from that of the sighted.The writer carried out an experiment with matched groups of blind and sighted children to offer quantitative data on this problem. The Williams' Intelligence Test for Children with Defective Vision and Vernon's Abstraction Test of Intelligence were used for assessing the I.Qs. For personality assessment, the writer prepared a Blind Children's Structured Interview, a Sentences Completion Test and a Semantic Differential. The Junior Maudsley Personality Inventory was also used.After a pilot study and administration of the tests, the data were analysed and almost all the test results agreed with each other in giving statistically non‐significant differences in means in favour of the sighted, thus supporting the second point of vie

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01821.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.Students taking a sophomore course in logic and students taking a sophomore course in applied psychology were administered the Valentine Reasoning Test during the first and last weeks of the semester. A test was made of the null hypothesis that there would be no difference in the test score due to type of instruction. The null hypothesis could not be rejected. The implication for the use of this test in the admission of advanced transfer students is indicated.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01822.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.Biographical questionnaires were completed by 248 teachers who had qualified at seven colleges and one university department within one a.t.o. in 1955. The subjects' head teachers provided confidential references which were treated by (a) content analysis, (b) independent rating by four judges. Quantified data from the references and from the questionnaires were inter‐correlated and factor analysed. Separate analyses were made for teachers in different types of school. The first eight factors were subject to a varimax rotation. Four common factors emerged: headmaster's opinion of the teacher, attainment on training course, attendance at courses, and satisfaction with teaching. Little correlation was found between college assessment and the various criteria of success in the professio

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01823.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.A brief description is given in this paper of the Junior E.P.I.: a questionnaire for use with children from the ages of 7 to 16. The questionnaire was developed by extensive factor analyses carried out separately for the various age groups considered, and detailed norms are available for boys and girls separately at each age. The questionnaire contains scales for the measurement of neuroticism or emotionality, extraversion/introversion, and a lie scale. The intercorrelations of these scales are given and there is a discussion of the relations observed between the temperamental traits measured on the one hand, and sex and age on the other.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01824.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY