摘要:

Summary.Two‐hundred‐and‐fifty‐nine students in three constituent colleges of education of the University of Manchester School of Education were tested with cognitive, creativity and personality measures. They also supplied some biographical details. The predictive power of these measures was analysed in terms of final examination grades in educational theory, practical teaching, academic subjects and basic English. The analysis revealed an apparent dichotomy between the professional and academic criteria of success. Correlates of classroom success included previous teaching experience, lower verbal fluency and naturalistic and tender‐minded attitudes to education. Correlates of academic success included high verbal ability, sound entrance qualifications and idealistic and tough‐minded attitudes to education. The results obtained are compared with a similar investigation of students from the University's Department o

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1968.tb01996.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

Summary.In a follow‐up study 2,995 Aberdeen children aged about 13 years were given the Junior Eysenck Personality Inventory. School attainment was measured by teachers' average rank order in class, scaled on a verbal reasoning test. The relationships between attainment and the personality dimensions of neuroticism and extraversion were examined. Evidence is presented which suggests that the relationship between neuroticism and attainment is linear; high attainment in this age‐group was associated with stability. The results for extraversion showed a sex difference, which may explain earlier conflicting findings. Girls who were stable extraverts and boys who were stable introverts formed superior groups. These relationships were also present among the brightest child

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1968.tb01997.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

Summary.The threshold concept of the relation between creativity and intelligence implies that measures of creativity begin to differ markedly from measures of IQ only above a certain level of intelligence. This hypothesis was tested by comparing the variance of scores on RAT at different levels of performance on ACT by 292 Nevada students. The hypothesis was not confirmed. A similar finding was got from analysis of the scores of 107 Australian boys.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1968.tb01998.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

Summary.This report describes an analysis of the school careers of 506 boys between the ages of 13 and 18, those careers being summarised by the marks obtained in the 13+ Common Entrance examination, a Moray House verbal reasoning test, the Ordinary level of the General Certificate of Education, and the Advanced level of the General Certificate of Education. The individual papers of the Common Entrance examination are found, on the whole, to be the best predictors of the corresponding O level subjects, and the IQ appears as the best single predictor of the overall O level performance. The IQ is also by far the best predictor of the overall A level performance. Analysis of the way in which the different school subjects group themselves together at 13 and 16 suggests that there are two significant factors of 13‐year‐old mental ability, and the factor involving the analytical subjects divides into two by the age of

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1968.tb01999.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

Summary.A sample of children at age 11 years in the City of Birmingham was tested on the Stanford‐Binet Scale, Form L‐M; at the same time a number of other standard tests of ability and educational attainment were given. Results of junior school leaving examinations were made available by the education authority. The sample is compared with the local population for a number of social and educational characteristics. The results indicate that the published norms for the S‐B are inappropriate for English children; that the S‐B Scale is highly correlated with academic achievement; and that it is greatly influenced by those verbal abilities which distinguish social

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1968.tb02000.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

Summary.The learning and utilisation of categories is the most elementary and universal form of cognition by which man adjusts to his environment. In order to observe what discriminably different items the Tristans treated ‘as if’ equivalent and the strategies employed to render them equivalent a free grouping task was adopted which allowed the subjects to demonstrate their habitual mode of categorising. Groupings were classified by size, grouping strategy and criterial attributes. Two sets of observations were made, the first soon after the Tristans arrived in Britain and the second twelve months later. Developmentally, the first attempts at equivalence were made by abstracting the attributes which were sensorily most readily available. With increasing age there was a growing preference for grouping in functional and nominal terms. The transition appears to have been accomplished by the intermediary strategy of uniting a diversity of objects by means of an imaginative narrative. The place and function of thematising in cognitive growth are discus

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1968.tb02001.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

Summary.This research was designed to evaluate the effects of differing teaching approaches on divergent thinking abilities, the hypothesis being that informal, progressive teaching would promote these abilities more than formal, more subject‐centred teaching. Two‐hundred‐and‐eleven children, 11 to 12 years old, of all ability levels, were tested, half coming from ‘Formal’ and half from ‘Informal’ primary schools which were matched for verbal reasoning quotient (VRQ) and socioeconomic background. The results showed that pupils from the Informal schools were significantly superior in divergent thinking abilities. The difference in means often reached the .01 level of significance and was in no case in the unpredicted direction. The hypothesis was thus confirmed.A subsidiary hypothesis—that the correlation between VRQ and divergent thinking abilities would decrease as the VRQ of each sub‐group rose—was also supported. As expected, these correlation values were generally higher in

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1968.tb02002.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

Summary.A twenty‐four item self‐rating inventory was constructed to assess academic motivation. Scores on the inventory were compared with teachers' ratings to give evidence of concurrent validity. A test‐retest reliability coefficient of + 0.83 was obtained with an interval of 2 1/2 months. The inventory was given to 2,707 Aberdeen 13‐year‐olds who had previously been given various intellectual tests. School attainment was measured from teachers' estimates scaled against a verbal reasoning test. The scores on the inventory were found to correlate more closely with school attainment than with reasoning ability. Academic motivation scores also distinguished between groups of children who had improved their academic performance after transfer and those who had deteriorated. This distinction could not be attributed simply to social class differences. Even within social class, ‘improvers' had significantly higher scores on the inventory than ‘deteriorators' which suggests that ‘academic motivation’ is not closely relate

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1968.tb02003.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

Summary.Two sticks of equal length were made to look unequal by the Muller‐Lyer illusion. A child conserved length if he saw the illusion and despite it, maintained that the lengths of the sticks were the same. Subjects were directed to use one of the sticks that looked unequal in the Muller‐Lyer illusion and then if they wanted to, the other stick, to fish a coin from a cage. A child failed to conserve the length of the sticks if he refused or used the second stick and said he did because it was longer or shorter than the first stick. A significant number of children (p<.001) who conserved length on the first task did not conserve it on the sec

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1968.tb02004.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

Summary.Secondary school A‐level science examination grades of university students of chemical engineering were compared with first‐year and final university examination marks. Three groups were studied: 556 successful U.K. students, fifty‐six successful overseas students and sixty‐seven unsuccessful students. In the first group, the A‐level Physics mark showed the highest correlation with first‐year and final performance, and Mathematics the lowest. For overseas students, the position of these two subjects in the correlations w

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1968.tb02005.x

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY