摘要:

Summary.This study was designed to investigate the extent of socioeconomic bias in selected intelligence tests, with a view to identifying and constructing instruments which might better estimate the intellectual potential of pupils from deprived cultural and educational backgrounds. For such pupils the conventional intelligence test is unsuitable as a predictor of later educational progress if adaptive treatment reduces the effects of their educational handicaps.Nine promising culture‐reduced tests and subtests were administered to a representative Edmonton sample of 271 twelve and thirteen‐year‐old children, and the results analysed in relation to measures of socio‐economic status, verbal intelligence, achievement and school marks. City‐wide testing surveys conducted during the previous four years provided data on the same children, making longitudinal comparisons possible. The results supported the hypothesis that it is possible to measure a broad component of intellectual ability with significantly less cultural bias than is found in the conventional intelligence test. Raven's Progressive Matrices proved the most useful test in the battery since it showed high g loading, consistent and minimal relation with socioeconomic status, no evidence of cultural bias by items, and moderate correlations with school marks. The Cattell test of g and the Lorge‐Thorndike Figure Analogies subtest showed similar promise, since they met most of the criteria of the study in shorter t

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1963.tb00571.x

出版商:Blackwell Publishing Ltd    

年代:1963

数据来源: WILEY

摘要:

Summary.On entering the Sixth Form, English schoolboys choose between Arts and Science subjects. Effectively, this choice commits them to one career field or the other. The present research is aimed to discover whether psychological tests reflect the academic bias of such boys towards Arts or Science subjects; and whether they give any indication of boys' aptitude for specialised work at university and in research. A battery of conventional psychological tests was given to a sample of 315 15 and 16‐year‐old schoolboys, drawn from five schools. These boys had just finished the G.C.E. ‘O’ level examination, and stood a good chance of reaching university.Results show that the tests used do reflect academic bias surprisingly well. On the other hand, there are signs that the relation of tests scores to aptitude for university and research work will prove to be complex. Some of the most gifted young Science specialists, for example, have scores which bear no relation to the trend of results in the sample as a whole. The implications of these and other findings are di

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1963.tb00572.x

出版商:Blackwell Publishing Ltd    

年代:1963

数据来源: WILEY

摘要:

Summary.Test results on the Terman‐Merrill* 1937 revision of the Stanford‐Binet Intelligence Scale (Form L) were examined for 111 ‘educationally subnormal’ boys in a residential special school. A comparison between results on entry at the age of 7 years and above, and before leaving between 14 and 16 years, showed a deterioration in mean I.Q. scores, despite the fact that the Roberts‐Mellone† (1952) corrections were applied.The proportion of ‘verbal subtests’ passed was consistently lower than the proportion of ‘non‐verbal’ tests', at all age levels.The hypothesis that the deterioration in mean I.Q. scores between mean C.A. 9⅙ and 15½ years, was due partially to the increased verbal weighting on this test at the higher age levels, was examined and supported.It was suggested that the test under consideration is unsuitable for the all‐round cognitive assessment of educationally sub‐normal‡ children. Suggestions were made for a more suitable type of test, and for further

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1963.tb00573.x

出版商:Blackwell Publishing Ltd    

年代:1963

数据来源: WILEY

摘要:

Summary.The learning of conventional national symbols (national anthem, songs, flags) and the understanding of their significance at various stages were studied. A specially devised picture test was used to explore more subtle aspects of national consciousness. The broad developmental trends and the socio‐economic group differences emerging from both parts of the investigation are outlined, and some educational implications suggeste

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1963.tb00574.x

出版商:Blackwell Publishing Ltd    

年代:1963

数据来源: WILEY

摘要:

Summary.1The aim of this study was to compare the Self Concepts of training college students from two different sub‐cultures, viz., England and Jamaica.2Unstructured compositions by students from both countries, on the topic‐“I myself: the person I am; the person others think I am; the person I would like to be,” were analysed to reveal the categories students use in describing themselves. Some interesting qualitative differences appeared though students from both countries used the same categories in their self description.3Objective tests for measuring the Self Concept of students were constructed and administered to other students in both countries. The following comparisons between the two groups emerged:(a) Jamaican students, both male and female, of the regular age range as well as the mature, rated themselves significantly higher on the Cognized and the Ideal Selves, and were more Self Accepting than their English counterparts;(b) English male students rated themselves at approximately the same level as English female students. But, in the Jamaican samples, the female students tended to rate themselves higher than the men, and to be less Self Accepting.(c) There were no significant differences between the Self Concept scores of ‘regular’ English and ‘mature’ English students. But the ‘mature’ Jamaican students cognized themselves significantly lower than the

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1963.tb00575.x

出版商:Blackwell Publishing Ltd    

年代:1963

数据来源: WILEY

摘要:

Summary.The question of the effect of vocalization in reading has not received a dear answer. In the present study, the procedures of programed instruction were used in testing the hypothesis that the saying of words and sentences out loud by beginners in reading will result in greater ability to recognize and understand written words and sentences. An auto‐instructional program which taught forty words was administered to 182 non‐readers in the kindergarten during a seventeen‐day period. These children had been paired and assigned to oral and non‐oral groups where they received identical programed instruction with the exception that those in the oral group were directed to ‘say the words’ instead of to ‘look at the words.’ An examination which called for silent reading, not oral reading, was given at the end of the last lesson. The results supported the hypothesis that the oral response is valuable in l

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1963.tb00576.x

出版商:Blackwell Publishing Ltd    

年代:1963

数据来源: WILEY

摘要:

Summary.It has been suggested that the earlier onset of puberty among girls may now be affecting performance in tests at the age of 11 plus. This question was examined by the analysis of test scores at ages 7, 9, 11 and 13 from a year‐group of girls numbering 1,385, for whom age at first menstruation and father's occupation were known. The very early maturers proved to have a slightly higher average test score than the others, but they were superior at all ages and not only at 11. While the results at age 13 do not rule out the possibility of a later pubertal spurt, it can be concluded that early onset of puberty does not confer any advantage in selection tests at age 1

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1963.tb00577.x

出版商:Blackwell Publishing Ltd    

年代:1963

数据来源: WILEY

摘要:

Summary.—Intelligence tests are often assumed to predict a child's ability to learn, although they are seldom based on situations that directly involve any learning. A battery of nine group tests was devised for junior school children, each based on the learning of an unfamiliar task, and yielding six scores for successive stages of practice. These were applied to 8–9 and 10–11 year pupils, along with a number of more conventional tests, in order to find whether they added appreciably to the predictions of achievement derived from the previous year's work. As a measure of learning, residual gain was used, i.e., final scores holding initial scores constant.These residual gain measures were found to be largely specific in the younger group, though somewhat more consistent and more predictive in the older group. However, the tests differed considerably in their validities, and further work might produce more useful ones. There are considerable difficulties in finding tasks relevant to school progress which will also cover a wide range of ability, A stronger case might be made for using final scores, after a period of instruction and practice on new tests, as predi

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1963.tb00578.x

出版商:Blackwell Publishing Ltd    

年代:1963

数据来源: WILEY

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1963.tb00579.x

出版商:Blackwell Publishing Ltd    

年代:1963

数据来源: WILEY

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1963.tb00580.x

出版商:Blackwell Publishing Ltd    

年代:1963

数据来源: WILEY