摘要:

Summary.A survey of research on tests of divergent thinking shows that performance at these tests may be considerably affected by the conditions under which they are given, the instructions, and the way the subjects interpret the task requirement. In particular, Wallach and Kogan considered that they measure a creativity factor distinct from convergent intelligence only if given individually, under permissive, untimed, ‘game‐like’ conditions. However, several studies indicate that such conditions can be sufficiently approximated in group testing.Two sets of seven classes of Canadian Grade 8 pupils were given a battery of seven divergent thinking tests, the first set under ordinary test‐like conditions, the second under more relaxed and informal, and relatively untimed, conditions. Analysis of the results showed that: (a) Scores based on grading unusual responses are more consistent and give higher correlations with other variables than frequency scores or per cent of unusual responses; (6) Larger numbers of high scores are obtained under relaxed conditions; (c) The factorial structure of ‘ formal’ and ‘ relaxed ’ SCORES ARE GENERALLY SIMILAR; (d) Correlations of relaxed scores with other variables, including intelligence measures, are generally higher, and particularly with variables relatin

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1971.tb00669.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

Summary.The development of scales of motivation, study methods and examination technique is reported, together with evidence of test/retest reliability. Validity is inferred from correlations with the Brown‐Holtzman scales and with a criterion of academic performance obtained for 898 university students, 562 college of education students and 190 students in polytechnics and colleges of technology. Multiple correlation coefficients indicate improvements on A‐level grades through the use of these scales together with measures of academic aptitude and personal

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1971.tb00670.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

Summary.As an alternative to correlational analysis, a method of cluster analysis has been applied to 23 psychological variables related to academic performance among university students. Twelve clusters were described which suggested the existence of alternative paths to academic success and failure. The approach appears to offer advantages for analyses of data in which complex interactions are anticipated.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1971.tb00671.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

Summary.The finding that teachers appear to dislike high ability divergent children has led some writers to the view that such children may not be evaluated realistically or fairly. A battery of convergent and divergent tests was given to 174 11‐year‐olds and teachers' ratings of conceptual and mechanical ability were obtained, together with ratings of specific classroom behaviours. The test data were factor analysed and orthogonal convergent ability and divergence factors were obtained, factor scores on which were used to define high‐low groups on convergence and divergence. Three‐way analyses of variance were carried out, using convergence, divergence and sex as independent, and the teachers' ratings as dependent, variables. Both convergent and divergent children were accorded high conceptual and low mechanical ratings, and both received favourable ratings in terms of classroom behaviours. It was concluded that teachers were evaluating divergent children realistically and pos

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1971.tb00672.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

Summary.Transfer of training was investigated in bright and dull subjects of the same mental age in two independent studies. A comparison among test‐retest (T‐T), practice‐test (P‐T) and test‐practice‐test (T‐P‐T) conditions revealed significant transfer in bright but not in dull subjects. Bright subjects also showed significantly higher transfer when given a pretest. The results are discussed in terms of their support of Ferguson's theory of human ability and in terms of their implications for intelligence testing and trai

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1971.tb00673.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

Summary.A ‘ style of thinking ’ test was administered to 928 children aged 10–11 years in an attempt to measure cognitive styles as preferred modes of cognitive functioning. The responses of four random samples (two of boys, two of girls) were analysed by a technique of cluster analysis through which two contrasting styles—the ‘ analytic ’ and ‘ synthetic ’—were identified. The performance of groups of boys, representing analytic, synthetic and controls, were compared in an experiment in which everyday pictorial material was presented by tachistoscope. A number of significant differences were obtained as hypothesised and analytics were found to delay closure and to report more detail than synthetics. The styles studied were apparently unrelated to general and verbal ability. The implication of these findings for problems of educational guidance and curriculum planning are

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1971.tb00674.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

Summary.With a view to suggesting appropriate control techniques the classroom behaviour of three children considered by their teachers to be deviant, was observed by simple time sampling methods. In addition to establishing adequate baselines for the frequencies of the reported behaviour, estimates of the teachers' use of positive and negative reinforcement were obtained. Informal advice was then given upon means of reducing the amount of deviant behaviour by means of reinforcement based upon operant conditioning theory and involving praising the desired behaviours whilst ignoring the deviant ones. The children were subsequently observed at weekly intervals. It was found that in one case the teacher was unable to follow this advice consistently and that there was no evidence of a decline in the occurrence of the deviant behaviour. In another case the observational data indicated a marked reduction, paralleled by what seems to be a general improvement in the teacher's classroom management skills. The third child's behaviour likewise exhibited an acceptable if less dramatic improvement. The practical implications of the results are discussed with particular regard to the training of teachers and educational psychologists.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1971.tb00675.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

Summary.The first year examination results of 60 students training as teachers, who would normally have taken non‐degree courses in a college of education, were compared with those of the first year honours degree students of the university. The student teachers had lower failures and fewer high scoring candidates. The overlap of results suggests that a wider range of students than has hitherto been considered can successfully study university course

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1971.tb00676.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

Summary.The Brook Reaction Test was administered to a whole year group of children age 13–14 years in a comprehensive school, to examine the validity of its temperament scales. The criterion scores were a counsellor's ratings of the children and a measure derived from the Stott Bristol Adjustment Guide, filled in by the staff of the school, between which there was good agreement. Only the Mo score discriminated the disturbed or maladjusted children and this only by the criterion of the Stott guide. It was concluded that with normal children of this age their temperament scores are not valid indicators of disturbanc

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1971.tb00677.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

Summary.The Brook Reaction Test of interests was given to 104 public schoolboys at the age of 13 +, and their interest scores were compared with their choices of GCE A‐level course at the age of 16. There were significant associations between choice of English, History, and Physics and PE, LT, and SN scores, respectively, and a predictive validity for the test was thus establishe

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1971.tb00678.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY