ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1971.tb00650.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1971.tb00651.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1971.tb00652.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1971.tb00653.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

Summary.390 children were given an intelligence test and a 100‐item personality inventory purporting to measure E, N and the tendency to put themselves in the best light (lie scale). Factor analysis of the intercorrelations between items gave rise to three clearly defined independent factors identified as E, N and L. Intelligence correlated significantly only with L (r= ‐·29). It is suggested that these results support an interpretation of the L scale in terms of ‘lack of insight’ rather than propensity to lie, although under highly motivating conditions the L scale may fulfil this funct

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1971.tb00654.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

Summary.Tests of intelligence, mathematical ability, divergent thinking and attitudes to school subjects were administered to a sample of 265 children in their final year at three junior schools. The three groups were matched for social class, intelligence and time devoted to mathematics teaching, the chief difference between them being that in one school (School C) mathematics was taught by a discovery approach, in another school (B) by traditional methods, whilst in the third school (A) the staff aimed to ‘keep a balance’ between traditional and discovery methods. A factor analysis of the data revealed a large, general factor with high loadings for intelligence, mathematical and divergent ability tasks, and a second factor of divergent thinking, on which a few of the mathematical tests loaded, but then only minimally. A comparison of the three schools showed that, in general, the performance of School C on the mathematics tests was signficantly below that of the other two schools, although children at School C tended to perform well on divergent thinking tests. There were some exceptions to this pattern which need clarification by further resea

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1971.tb00655.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

Summary.There are many advantages in having the computer individualise instruction by generating teaching material when it is needed, at a level which suits a pupil's particular competence. This requires valid models of task difficulty, and this paper describes such models and the experiments to validate them, for practice tasks in arithmetic computation. Using criteria of probability of success and rate of working for each column of an addition task in vertical format, analyses of variance of experimental data reveal main effects of digit size and number of rows. Following a formal development of the model a least squares analysis derives a function which, for the experimental data, relates those variables to the criteria. These are used by the computer to generate examples so that a pupil works at any specified level of success. Methods of implementation and decision making together with some preliminary results are given. These are extended by describing an experiment with subtraction tasks in which two competing models were used to describe pupils' success and working levels. These analyses and experiments show the complexity of the decision making which is needed for adaptive teaching and which exploit the computer's capabilities.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1971.tb00656.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

Summary.The National Survey of Health and Development is a longitudinal study of 5,000 boys and girls. This paper describes the sample of 3,465 with full information on two measures of educational success which summarise their progress and achievement at school: (a) a combination of 15 year test scores; and (b) a scale of attainment at 18, based on examinations, leaving age and type of employment. A series of discriminant analyses of the 15 year test scores against the attainment scale shows mathematics and reading to be the best predictors of school progress both for each social class considered separately and for the population as a whole.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1971.tb00657.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

Summary.The purpose of the study was to explore the values London school children hold toward peers with dark as compared to light skin colour. Subjects were coloured and white children aged 10–11. Values were defined as choice or preference behaviour. Preference rankings were obtained using a set of pictures of a child in which all characteristics were held constant except skin colour and the presence or absence of a physical handicap.On the average boys and girls, coloured and white, preferred light to dark skin colour. A coloured child without a physical handicap was liked more than white children with physical handicaps. Various other results were obtaine

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1971.tb00658.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

Summary.Four Piagetian formal thought tasks, three formal operational reasoning tests, and a test of verbal intelligence were administered to 90 scholastically above‐average adolescents, 30 at each of three age levels (13, 16 and 19). The formal reasoning tests provided scores indicating level of formal reasoning in each of three content areas—biology, history and literature, respectively. It was hypothesised that formal operational skills are unifactor. With the use of maximum likelihood factor analysis it was determined that the eight measures had a bifactor structure with a large general factor and a secondary factor which distinguished tasks from tests. Also formal thought was found to have a substantial verbal intelligence component as well as non‐verbal intelligence compo

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1971.tb00659.x

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY