摘要:

Summary.Four groups of 10 nursery school children were selected such that each child was matched on EPVT, Reynell Language Development Scales and Raven's Progressive Matrices with one member of each of the other groups. A Parental Assistance Plan (PAP), designed to help parents to facilitate their children's language development, was devised. This plan involved the parents in working on language with their children at home for 20 minutes per day, and familiarisation with the plan brought the parents into school for one half day per week for 12 weeks. The mothers of two of the groups received the PAP and worked with their children accordingly. One of these two groups also received the Distar Language programme. A third group received only the Distar and the fourth group received no formal intervention but merely played with toys in the presence of a teacher for an equivalent period. Results of an immediate post‐test and another 18 months later showed that both the groups whose parents participated in the PAP showed significantly greater increase in language developmen

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1981.tb02484.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Summary.Four experiments are described in which children's and adults' abilities to detect and respond to the absolute and relative features of stimuli varying in size were investigated. The first two experiments confirmed and extended previous findings and indicated that young children depend primarily on relative codes and have difficulties in registering the absolute values of stimuli. In Experiment 3 this finding was reversed and four‐year‐old children (a) performed best in a learning task in which both the absolute and relative components of the stimuli were held constant, and (b) learned more quickly in a task requiring abstraction of the absolute components of the stimuli than in one where relative cues only were available. Differences in the methodologies of the two designs were explored in Experiment 4 in order to resolve the apparently contradictory nature of these findings. Overall, the results of the four experiments lead to the conclusion that relational responding to a stimulus that is of intermediate size is more difficult than responding to the absolute properties of a stimulus, which in turn is more difficult than responding to a simple relational cue such as smallest or largest.The results of the experiments show that children from an early age are able to abstract and respond both to the relative and absolute properties of stimuli, and that the features responded to in a particular experiment are determined primarily, not by age, but by the characteristics of the experimental design and by the nature of the absolute or relative response requi

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1981.tb02485.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Summary.This paper presents normative data on the comprehension of kin terms by children, which is then examined in terms of the Piagetian hypothesis that language acquisition is dependent on cognitive development in the child. The order in which kin terms were comprehended followed a definite pattern in terms of the sorts of relationships which were involved, the number of relational components in the terms and the cognitive demands that the comprehension of these relationships made on the child. These data seemed to support the Piagetian position, and particular cognitive operations which appeared to relate causally to the development of kin terms were discussed.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1981.tb02486.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Summary.Two experiments provided tests of predictions about children's use of semantic contextual information in reading, under conditions of minimal experience with graphic processing. The predictions were from the theory of Smith (1978) and from an extension of the La Berge and Samuels account of attentional limitations. In Experiment 1, 24 children of age 6½ years read, orally, passages of continuous text with normal and with low semantic constraints, under conditions (lower case, upper case, mixed case) in which the subjects had different degrees of experience with the graphic processing. In Experiment 2, 48 children of ages 8 and 11 years read the same passages under a different set of graphic conditions which included cursive handwriting. The results were not consistent with the predictions from either theoretical account. The results were discussed also in relation to the account of Morton (1964, 1969, 1979)

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1981.tb02487.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Summary.This study compared attributions of teachers, pupils, and parents regarding pupils' academic success or failure. Eighty pupils were asked to indicate the extent to which each of the 10 given causes influenced their achieved grade. In addition, 8 teachers and 50 parents were given the same questionnaire and were asked to explain the achievements of the pupils. The results showed that teachers attributed pupils' success mainly to themselves and to the pupils, pupils attributed their success mainly to themselves and to the teacher, and parents attributed their children's success mainly to themselves and to the teacher. In case of failure, teachers and pupils shared the responsibility for the outcome with each other and with the parents, while the parents shared the responsibility mainly with the pupils or cited external causes.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1981.tb02488.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Summary.Jensen's (1970) two‐level theory of ability relates intelligence and rote learning to socio‐economic status (SES) and educational achievement. In order to test four hypotheses from the theory, two tests of Level I ability (Digit Span, and Paired Associates) and two tests of Level II ability (Peabody Picture Vocabulary Test, and Raven's Matrices) and a questionnaire were administered to 525 fifth grade, Australian primary school children. Only one hypothesis was supported: that Level II ability is more strongly associated with SES than Level I ability. The utility of Jensen's suggestion that Level I ability should be more fully exploited in the education of disadvantaged children is questio

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1981.tb02489.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Summary.Following Hunt's (1975) analysis of the Raven's Progressive Matrices (RPM) test, an attempt was made to identify and train two strategies for solving RPM problems. Four training groups were formed: one received Gestalt strategy training, one received Analytic strategy training, one received training in both strategies, and a control group received neutral instructions. Following training, subjects completed a set of ambiguous items and Set I of the Advanced Progressive Matrices. In the latter, they were required to justify their responses. Evidence is presented which suggests that the two strategies proposed in Hunt's analysis can be identified and that subjects can be trained to use and maintain these strategies. Strategy use is also related to post‐test performance. Analysis of subjects' justifications for responses indicates that Hunt's item analysis of certain RPM problems needs to be modified to take into account both the influence of item‐type and subjects' flexibility in switching between strategies even after train

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1981.tb02490.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Summary.Answer‐until‐correct (AUC) is a procedure for providing item by item feedback during a multiple‐choice test, giving an increased range of scores. The performance of a group of children on an ability test using AUC procedures was compared with a group using conventional instructions. AUC scores considerably enhanced reliability but not validity. A comparison of item analyses for the two groups showed no evidence of learning during the test. This suggests that attempts to derive measures of ‘ability to learn’ which are based on changes in responding during the course of a test administered with feedback should be treated with caution. Evidence should be provided that similar changes in response pattern do not occur in a conventionally administ

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1981.tb02491.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Summary.The application of Repertory Grid Technique to teachers' perceptions and evaluations of senior secondary pupils in two urban religious schools and a rural comprehensive challenged traditional approaches underlying classifications such as ‘progressive’versus‘traditional’ as representations of teacher outlook. It also revealed a generally low level of articulation and differentiation in those teachers' construct systems in the area of pupil perception. The analysis of individual grids failed to support the assumptions of intrapersonal and transpersonal meaning implicit in previous interpretations of construct frequency and rank data in this area. Finally, disjunctions between the Repertory Grid data and pupils' 16PF scores indicated possible constraints operating on the interpretation of Repertory Gr

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1981.tb02492.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Summary.2208 students from 66 academic departments in six contrasting disciplines from British universities and polytechnics completed an ‘approaches to studying’ inventory and a course perceptions questionnaire. Factor analyses of these instruments confirmed the factor structures previously reported. Approaches to studying can be described in terms of three main factors—orientations towards personal meaning, reproducing, and achieving. In the present analysis the final factor split into two: achieving orientation and a factor labelled ‘disorganised and dilatory’ which showed a close relationship with self‐rating of academic progress. The course perceptions questionnaire produced two main factors. One described formal teaching methods, vocational relevance, and clear goals and standards, and the other represented a favourable departmental evaluation with the highest loadings on good teaching and openness to students. Subsequent analyses examined links between students' perceptions of their main academic departments and their reported approaches to studying. Departments with highest mean scores on meaning orientation were perceived as having good teaching and allowing freedom in learning. Departments with the highest mean scores on reproducing orientation were seen to have a heavy workload and a lack of freedom in learning. The implications of these statistical findings are discussed in relation to continuing analyses of interview data which clarify the ways in which the organisation of teaching and courses may affect students' approaches

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1981.tb02493.x

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY