摘要:

Summary.A “Reasoning Test for higher levels of intelligence” is shown to reveal a difference between mean scores of First and Second Class honours graduates at a very high level of statistical significance, and a similar difference between Second Class honours graduates and those with Third Class honours or with Pass degrees. It is also applicable to candidates for admission to training colleges, many of whom score above the average mean for university graduates. Evidence is given that success in the test depends on innate ability rather than on training or experie

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1961.tb01711.x

出版商:Blackwell Publishing Ltd    

年代:1961

数据来源: WILEY

摘要:

Summary.Twenty‐six African boys entering technical school were given a series of intellectual tests involving verbal, numerical, pictorial and constructional material, and also an ‘abstraction’ test (Weigl) and ‘memory for designs’ (Terman‐Merrill). None showed qualitative differences from English subjects in their performance on verbal, numerical and abstraction tests. On the non‐language tests their performance was slower than would be expected of English subjects, and they showed differences in their innaccurate orientation of drawn and constructed designs.At the conclusion of two years' technical training, the subjects were retested on the same material. Significant changes were increases in scores on the non‐language tests. These were associated with increased speed and accuracy of orientation, and also apparently with a more ‘synthetic’ approach toward visual material.It is suggested that an ability which may be poorly developed under these cultural conditions, and which may be increased by appropriate educational methods, is that of perceiving visual material as a whole (or

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1961.tb01712.x

出版商:Blackwell Publishing Ltd    

年代:1961

数据来源: WILEY

摘要:

Summary.Previous factorial studies of attainment have been largely confined to a restricted range of subjects, and have not revealed a clear pattern of results. In the present study an analysis is made of the attainments of 173 boys in a balanced range of eleven subjects (English, French, Latin, history, geography, arithmetic, algebra, geometry, physics, chemistry and biology) after a three‐year grammar school course. In a centroid analysis the general factor proved to be by far the most important (accounting for about 40 per cent. of the total variance), while the signs of the bipolar factors indicated the linkage of (i) arithmetic, algebra and geometry (i.e., a mathematical factor) and (ii) physics, chemistry and biology (i.e., a scientific factor) as additional and separate group factors. Some evidence for the partial separation of history and geography from English, French and Latin was also seen. A subsequent group factor analysis confirmed the existence of the mathematical and scientific factors as being of roughly equal importance. The importance of the latter is probably related to the organized teaching of general science in the schools concerne

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1961.tb01713.x

出版商:Blackwell Publishing Ltd    

年代:1961

数据来源: WILEY

摘要:

Summary.Current views on the problem of correction for undeserved scores likely to be obtained by testees on true‐false achievement tests, given with either ‘guess’ or ‘do not guess’ instructions, are summarised. The desirability of a new approach is discussed, and an investigation which led to the conclusion that ‘S=R —·5W,’ may be an appropriate formula for ‘do not guess’ tests is reported. The experimental results are shown to conform to a simple mathematical theory, and from the latter a conjecture is made about the formula appropri

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1961.tb01714.x

出版商:Blackwell Publishing Ltd    

年代:1961

数据来源: WILEY

摘要:

Summary.A group of part‐time day release engineering students in three local technical colleges were given a verbal and a non‐verbal intelligence test early in their first year, and half way through their third year. Statistically significant gains were made on the verbal test at all levels of initial score. Students who had no failures in the previous two examinations showed greater gains than those who had failed at least once. Gains also varied according to the initial differences in level between verbal and non‐verbal scores. The results are compared with those obtained with University students using the same verbal test, and explanations in terms of intellectual growth, practice effects and “zeal in taking the examination” are

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1961.tb01715.x

出版商:Blackwell Publishing Ltd    

年代:1961

数据来源: WILEY

摘要:

Summary.The intra pair differences in intelligence test scores and measures of physique were correlated for two samples of twins. In both the correlation coefficients so obtained were not significantly different from zero. The method of correlating intra pair differences is equivalent to holding socio‐economic differences constant, as each pair of twins has the same socio‐economic environment. The findings of this inquiry are compatible with the hypothesis that the observed correlations between measures of intelligence and physique, which are positive and greater than zero, are due to common environmental influences, and that there is no biological correlation between mental and physical gro

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1961.tb01716.x

出版商:Blackwell Publishing Ltd    

年代:1961

数据来源: WILEY

摘要:

Summary.A standard interview was devised whose aim was to discover the incidence of stress at the Eleven‐Plus examination, and its nature, which was expected to be mainly anxiety, though loss of efficiency was also considered a possibility for some individuals. This was administered in two consecutive years, twice in the same school and once in a school where the children had a different range of home backgrounds, to 161 children, 131 of them at age 11+, the others at age 10 (as one form of control). It was administered before and after the examination (321 interviews, including controls). An attempt is made to link differences in home environment, temperament, and position in family with degree of anxiety. Comparison is made with recent studies of test anxiety made by Sarnoff and his colleague

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1961.tb01717.x

出版商:Blackwell Publishing Ltd    

年代:1961

数据来源: WILEY

摘要:

Summary.Theory regarding anxiety now yields a variety of predictions concerning its incidence in secondary modern and grammar school children. An investigation was designed to test some of these predictions.Anxiety was measured by means of eight self‐rating questionnaires. These were used in twelve single‐sex secondary modern and grammar schools to obtain a sample of approximately nine hundred children, divided equally into eight groups according to age, sex and school type. Differences between mean scores of secondary modern and grammar school groups were tested for significance by a series of t‐tests. The secondary modern school groups had significantly higher mean scores on three measures of manifest and separation anxiety, and higher mean scores on a measure of emotional introversion. The secondary grammar school groups had a significantly higher mean score on a measure of social introversion, and higher mean scores on measures of self‐blame and thinking introversion.The results are discussed in relation to Davis's theory of “adaptive, socialised anxiety.” This theory is not supported unless it is assumed that the kind of anxiety referred to by Davis bears little relation to what is generally understood by the word. Predictions following from generalisations of Lynn's work on anxiety and attainment also fail to be verified. It is concluded that if any assertion may be made regarding the general relationship of anxiety and attainment among secondary school children, it is that they are negatively correlated. This is supported by Vernon's finding of a positive correlation of attainment and emotional stability among children.Predictions made from Spence's theory are verified. Predictions made from a theory which identifies neuroticism with autonomic drive and introversion with the slow accumulation and fast dissipation of reactive inhibition are no

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1961.tb01718.x

出版商:Blackwell Publishing Ltd    

年代:1961

数据来源: WILEY

摘要:

Summary.The object of the investigation was to assess the relative influence of two different teaching methods on pupils' attitudes towards West African Negroes. Eighty‐eight pupils were tested, forty‐one composing the Control Group and forty‐seven the Experimental. Both groups were taught a total of twenty lessons and the scores gained in two tests, i.e., pre‐lesson 1 and post‐lesson 20, were

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1961.tb01719.x

出版商:Blackwell Publishing Ltd    

年代:1961

数据来源: WILEY

摘要:

Paper and pencil tests of spatial ability suitable for use with 10 and 11‐year‐old pupils have been available for some years. They have been shown to be of value in predicting future performance in subjects such as engineering drawing, metalwork, and woodwork, and have been used by some education authorities as part of their secondary school selection procedure. This abstract contains a description of the construction of such a test using diagrammatic material based on projections and sections of solid objects, and of the subsequent investigation of the test's propert

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1961.tb01720.x

出版商:Blackwell Publishing Ltd    

年代:1961

数据来源: WILEY