摘要:

Summary.The paper discusses a modification of the triadic elicitation procedure which is commonly used to reveal subjects' personal constructs. The modification enables personal construct methodology to be used in the experimental, rather than descriptive or diagnostic exploration of research problems. The paper discusses one application of this modified procedure which relates to teachers' assessment of pupils' potential in physics. On the basis of the new elicitation procedure hypotheses were formed about the relationship between teachers' ratings of pupils on individual constructs, and teachers' overall assessments of pupils' potential. These hypotheses were tested using repertory grid data and results consistent with favourite and disqualifying cue models of person perception were obtained.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1986.tb03038.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Summary.Nine‐year‐old children were presented with reading tasks in which psycholinguistic properties of words were manipulated. Although word imageability affected reading accuracy, grammatical class of words and regularity of spelling‐to‐sound correspondence did not. Regularity had no effects on lexical decision and judgments of phonology. Accuracy in reading aloud and judgments of phonology was substantially lower for non‐words than for words. Only the best readers had well‐developed skills in grapheme‐to‐phoneme sound conversion, and all appeared to rely on direct visual access when reading. A sentence comprehension task devised by Doctor and Coltheart (1980) was used for investigating the role of phonological coding in reading for meaning. Phonological effects were evident since children found it difficult to reject meaningless sentences which sounded correct. It is argued that the phonological effects could arise throughpost‐lexicalphonological coding. The results support models of reading acquisition which suggest that the development of non‐lexical grapheme‐phoneme conversion skills lags behind the development of

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1986.tb03039.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Summary.Phonemic awareness is highly correlated with the reading abilities of young schoolchildren. However, no‐one has testedhowit influences reading. Two experiments compared 20 children possessing phonemic awareness with 20 matched for reading and chronological age who lacked it. In Experiment 1, the children's ability to detect changes in the graphemic structure of isolated words was assessed. In Experiment 2, the children's reading from their schoolbooks was examined by miscue analysis. In comparison with the non‐aware group, the aware group was significantly more sensitive to changes in graphemic structure, made greater use of graphemic cues and made fewer “nonsense” errors in “normal

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1986.tb03040.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Summary.The capacity of 10‐year‐olds in coping with a mixed (double theme) text was examined. In a “distributed” version of the mixed text a story theme was used to carry an additional load of historical information which was evenly distributed throughout the narrative. In a second “consolidated” version of the mixed text the history material occurreden blocmidway through the story. Performance on the mixed texts was compared with that in a “separated” condition where the story and history information were presented in two separate texts. Recall of the history material was substantially better in the separated text condition than in either of the other two and recall of the story was poorer in the consolidated than in either of the other two conditions. The findings are interpreted in terms of the effects of attentional set and the extra processing demands incurred in disentangling two different themes in a

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1986.tb03041.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Summary.The effect of text and illustration on the learning of a school science topic by 13‐year‐old children was investigated. 272 children studying integrated science in the second year of two comprehensive schools were given texts with varied picture content. Learning was measured by a criterion‐referenced objective items test which differentiated between the effects of pictures on their own, text on its own, the general effect of pictures when added to text and the specific effect of pictures associated redundantly with parts of the text. The results indicate that there is no general motivational effect of pictures on the learning of text, but that with higher ability levels the effect of specific pictures is beneficial whilst with less able children they distract. In addition, there is some evidence to indicate that when materials are presented in traditional worksheet mode they might be learned more efficiently than the same materials presented in microcomputer

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1986.tb03042.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Summary.A measure of inspection time and measures of primary abilities drawn from the Comprehensive Ability Battery (Hakstian and Cattell, 1976) were administered to 20 subjects, mostly undergraduates. Inspection time was shown to be related more to factors of perceptual speed and visualisation than to the primaries most associated with fluid or crystallised ability.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1986.tb03043.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Summary.A slightly modified version of Entwistle and Ramsden's Approaches to Studying Inventory was administered to first‐, third‐ and final‐year students in an innovative medical school (response rate 84 per cent), to see whether the Inventory's constructs also apply to medical students, to see whether they might constitute a helpful framework for counselling students in academic difficulty, and to see whether the students' responses reflected the educational philosophy of the school.The psychometric robustness of the instrument was confirmed, and its applicability to these groups of medical students was established. The instrument was not highly predictive of academic success, but seemed to offer a useful framework for student counselling. Student responses to the inventory were consistent with the school's educational philo

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1986.tb03044.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Summary.The study examined the proposition that for children of different personalities there will be variations in relationships between ability, school environment, and measures of school attitudes and aspirations. Data were collected from 500 12‐year‐old Australian children. In the analysis the children were classified into four personality groups that were labelled as extravert‐anxious, extravert‐adjusted, introvert‐anxious, and introvert‐adjusted. Within each group regression surfaces were constructed from models that included terms to account for possible linear, interaction, and curvilinear associations among the variables. The results indicated that: (a) there were strong personality‐group variations in children's attitudes to school and their perceptions of school environments, moderate group differences in educational aspirations, and small group variations in ability; (b) relations between ability, school environment, and measures of attitudes and aspirations varied for children of different personality types; (c) ability and environment had differential linear and curvilinear associations with attitudes and aspirations, for children from different perso

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1986.tb03045.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Summary.Content, predictive and construct validity of the BTBC are assessed. Most of the 50 BTBC concepts are found to be seminal to the infant school curriculum. Predictive validity evidence shows relationships between BTBC scores and later achievements in language, mathematics and reading as assessed by teachers. The BTBC appears to be a multi‐dimensional test of general cognitive development as well as being a guide to concept acquisition. Diversity is shown in the efficacy of test items: non‐linguistic information, children's conceptual preferences and limitations in item design, as well as semantic, syntactic and conceptual knowledge, influence respon

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1986.tb03046.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Summary.In 1980 steps were undertaken in Australia to commence a review of the Neale Analysis of Reading Ability (Neale, 1958) which culminated in a revision and restandardisation of the test in 1984. This paper outlines the major features of this revision and presents data on the reading performance of boys and girls from the standardisation sample drawn from two Australian states, Victoria and South Australia. The results overall suggest that girls and boys do not differ significantly in performance at different age levels, except in speed of reading (Rate) and word recognition skills (Accuracy), in their first year of schooling. It was also observed that differences exist between the original norms and the revised norms for Australian children and that continued use of the former would result in significantly biased estimation of the reading performance of Australian children.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1986.tb03047.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY