摘要:

Summary.Recent research on representations of knowledge and styles of learning carried out by Pask and his colleagues is summarised and discussed in relation to earlier work. The claims made for the wide applicability of conversation theory to learning and teaching in schools and higher education are considered in the light of the evidence presented to date.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1978.tb03012.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Summary.Study processes are postulated to intervene between classes of presage variables (personological, institutional) and product variables (academic performance). Results from several studies indicate that particular study strategies are deployed with differing success according to certain personality factors, most notably a syndrome of characteristics related to internal or external locus of control. Institutional factors that have an effect on study behaviour include Faculty membership (Arts/Science), mode of evaluation (Objective/Essay), and method of combining marks for final grade.The interaction between personality and environmental factors as determining performance is, however, rather complex and no easy generalisations can be drawn, beyond saying that academic success is not achieved by any single study strategy; ‘good’ students work effectively in quite diverse but characteristic ways. Ten dimensions of study process have evolved as sub‐scales in a Study Process Questionnaire (SPQ), and they show a stable second‐order structure consisting of three orthogonal dimensions: Reproducing, Internalising and Organising. Each dimension comprises a unique version of the value‐motive‐strategy complex. Two different models of the interaction between dimensions are postulated together with implications for futu

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1978.tb03013.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Summary.TWO samples representing rural (N = 390) and city (N =454) children were tested before and after transferring to secondary school in an attempt to determine the nature of individual reactions to school transfer. Measures used included ability, achievement, attitude to school, and personality. Cluster analysis applied independently to these two samples identified six subgroups showing different patterns of adjustment. Two of these reactions were considered particularly important. One, labelled disenchanted, characterised able children showing poor adjustment and academic deterioration. The other, described as worried, associated low ability with high anxiety, and poor self‐concept. Since the six reactions were replicated across both samples it is suggested that they comprise widely occurring reactions to school transfe

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1978.tb03014.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Summary.292 Canadian Grade 7 students were given a three‐part group intelligence test, a two‐part mathematics test, and a three‐part English test. Scores on these tests, together with teachers' grades for these subjects, were compared with personality questionnaire measures of aggression, positive and negative self‐concept, and a sentence completion test of attitudes to school and other areas. Substantial correlations were obtained between the ability and personality variables, with marked sex differences. However, when multiple correlations were calculated between intelligence and personality variables as predictors of mathematics and English achievement criteria, the beta weights for personality variables were mostly small and relatively incon

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1978.tb03015.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Summary.Three levels of mathematical concepts are outlined. Level 1 consists of concepts which depend on binary relations and unary operations. Level 2 consists of concepts which can be encoded as binary operations, and Level 3 consists of concepts which can be expressed as compositions of binary operations. Three levels of cognitive development which correspond in theory to the levels of mathematical concept understanding are outlined, and appropriate illustrative performances are given. Samples of Australian and Canadian school children were tested on problems designed to require Level 2 or 3 mathematical understanding. Success rates were consistent with predictions for each age group. The application of cognitive development theory to the teaching of mathematics to children is considered, and an alternative approach is proposed. It is specifically predicted that ability to attain concepts at any of the three levels will be a function of information‐processing capacity, which will be a necessary but not sufficient condition. Once the minimum required information‐processing capacity is available, acquisition will be a function of experience and task variables. Thus concepts should be expected to emerge neither synchronously nor in any defined sequence, and they should emerge gradually rather than abruptly across an entire populat

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1978.tb03016.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Summary.Despite interest in whether play is important in learning and development, little firm evidence exists. Some recent experimental studies have shown that encouraging fantasy and sociodramatic play in pre‐school children may lead to gains in many wider aspects of competence. These gains have been ascribed to the increase in play. A critical analysis of this work reveals that insufficient control for the tutoring experience was used; competence gains may have been due to the adult contact in tutoring rather than to the playper se. A study is reported in which observations of both play and skills tutoring revealed that the conditions were matched for tutor verbal contact. In these circumstances, differential advantages to the play‐tutored children were few, and were quite specific to sociodramatic play experience. It is suggested that the most parsimonious explanation of the previous studies is that most of the differential gains in wider aspects of competence were due to differences in the quality or quantity of tutor‐child intera

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1978.tb03017.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Summary.Accuracy of expectation for oneself and for another person was assessed on a perceptual judgment task given to 60 children from each of three grades—first, third and fifth. Significant main effects of Grade and Feedback Level were observed, whereas the significant Performer (self vs. other) main effect was confounded by a Grade X Performer interaction. Older children were more accurate than younger, high feedback students more accurate than low and other judgments were more accurate than self at the fifth‐grade level. The Sex difference main effect was non‐signif

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1978.tb03018.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Summary.45 ESN boys in three mental age groups of 6, 9, and 12 years were examined for developmental trends and rehearsal strategies on a visual motor short term memory task. Comparisons were made with 45 normal boys aged 6, 9, and 12. Developmental trends and rehearsal strategies were almost totally absent in ESN boys. Normal boys were superior to ESN boys when central processing space was available during a condition of rest. No differences were evident when central processing was prevented during an interpolated activity condition. It was concluded that normal–ESN differences could be attributed to lack of mnemonic strategies in the ESN boy

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1978.tb03019.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Summary.The interaction between one teacher and two severely subnormal children, aged 6 and 8, in structured teaching sessions is described. The two children differed considerably in verbal comprehension of the crucial task attributes, colour, shape and size, and in the quality and quantity of their participation in the interaction. It was found that the teacher was sensitive to differences between the children and differed in certain aspects of the quality of her interaction, but not in quantity. However, these differences appear to be a function of relatively static models of the children and do not appear to be adaptive to the particular task involved.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1978.tb03020.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Summary.The McCarthy scales which were designed to assess general intellectual abilities in the 2½ to 8½ age‐range are described and criticised on the basis of substantial experience in their use as a research instrument. It is concluded that the test is particularly useful for the assessment of the pre‐school

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1978.tb03021.x

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY