摘要:

Summary.1.—The careers of 102 students who entered Aberdeen University from Aberdeen City schools in 1953, were traced from the end of primary school to fourth year at university.2.—Of those who entered Aberdeen County secondary schools in 1950, 153 sat the Leaving Certificate at the end of secondary education, and forty‐six entered Aberdeen University; their careers were traced from primary school to first‐year university.3.—In both investigations scores in tests at the age of eleven‐plus were compared with subsequent performance in Leaving Certificate and university examinations, as a check on the accuracy of the tests in predicting high scholastic achievement six to ten years later.4.—The results show that even in this highly selected group, the tests at age eleven‐plus are not without validity; but the agreement between test scores and university performance is not high, particularly in science courses.5.—Correlations between five primary school assessments in the City group and fourth‐year university performance ranged from +0·05 to +0·28.6.—In the County group, out of 77 who gained university entrance qualifications, 19 had scored below I.Q. 110 in the test at the end of primary school.7.—Examples of poor subsequent performance by high scorers in the selection tests at eleven plus, and of excellent performance by low scorers, indicate that, within this group and over this interval of years, accurate prediction of scholastic a

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1959.tb01468.x

出版商:Blackwell Publishing Ltd    

年代:1959

数据来源: WILEY

摘要:

Summary.After a brief review of our previous work in the area under investigation, the results of two studies which bear upon the validity of the Test Anxiety Scale (TA) are reported. Both studies involved the 11+ examinations. In the first study, it was predicted that TA scores would increase as children moved closer in time to the 11+ examinations. In the second study it was predicted that there would be a small but statistically significant negative correlation between TA scores and performance on the 11+ examinations. The obtained results failed to confirm either of these predictions. Drawing upon other empirical data which have been gathered as part of a research programme on the correlates of anxiety, several alternative interpretations of the findings are advanced.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1959.tb01469.x

出版商:Blackwell Publishing Ltd    

年代:1959

数据来源: WILEY

摘要:

Summary.Previous investigations of the effect of (English‐Welsh) bilingualism on performance in non‐verbal tests of intelligence have not yielded a consistent pattern of results. In the present study a non‐verbal test was given to ten‐year‐old pupils from primary schools in Wales. Linguistic background was assessed by means of a language questionnaire, the assessment being compared with teachers' ratings. Care was taken to select a homogeneous group of a thoroughly Welsh background (i.e., a bilingual group) together with a corresponding English‐speaking group (with a background of no appreciable ‘Welshness’). The test results showed a statistically significant difference, in favour of the monoglots, corresponding to about 8 points of I.Q. It is suggested that this difference may be due, in part, to (i) the test being a timed one, and (ii) the groups not being equal with respect to urban‐rural differences. Again the ‘verbal residue’ of a non‐verbal test might well be a non‐negligible factor in measuring the intelligen

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1959.tb01470.x

出版商:Blackwell Publishing Ltd    

年代:1959

数据来源: WILEY

摘要:

Summary.1.—Ninety‐six boys and ninety‐six girls selected from the third to seventh forms of eight grammar schools were given a questionnaire about their interests, behavioural traits, and reasons for choosing their desired occupation. Intelligence test scores were available for half the group.2.—Interests were compared where possible with the type of jobs desired; practical spare time interests were related to job choices which involved these interests.3.—Intelligence was found to have a limiting effect on choice; the most intelligent in this group made a free choice, but those of low intelligence tended to choose office work.4.—The answers to the personality questionnaire were factor analyzed, giving two unrelated factors of confidence and sociability. Choice of office work was related to low confidence scores in the case of girls, and high sociability scores in the case of boys.5.—The reasons for choice given by the subjects were factor analyzed; two unrelated factors were isolated. Vocation was related to the choice of occupations requiring further training, and unadventurousness to choice of office work.6.—The importance of these results in relation to choice of occupati

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1959.tb01471.x

出版商:Blackwell Publishing Ltd    

年代:1959

数据来源: WILEY

摘要:

Summary.1.—The extent of fluctuation generally characteristic of a mixed group of pre‐adolescents and adolescents was significantly greater than that of pre‐scholarship primary children, particularly in Arithmetic. Of all tests, one of Food Aversions showed most extensive evidence of fluctuation.2.—The difference between the average group index of fluctuation in cognitive and in non‐cognitive tests was significant at the 1 per cent. level whereas with the younger groups it had been either insignificant or significant only at the 5 per cent. level.3.—The size of the group indices of fluctuation for all ten pairs of testing occasions was in phase neither between functions and within groups, nor within functions and between groups.4.—No general factor was observed in the inter‐correlations between individual indices of fluctuation on all six functions.5.—Further investigation will be necessary before conclusions can be drawn about the effect of the sex factor on contributions to fluctuation in performance during pre‐adolesce

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1959.tb01472.x

出版商:Blackwell Publishing Ltd    

年代:1959

数据来源: WILEY

摘要:

Summary.1.—The scores of primary school children on comprehension tests presented orally and visually were compared. Five different types of material were used.2.—The correlations of the auditory and visual tests with each other and with an Intelligence test were of the order 0·8.3.—Differences in the mean scores of boys and girls, between boys and girls on the two methods of presentation, and between boys and girls at five levels of intelligence were examined.4.—There were variations between boys' and girls' results, and between oral and visual presentation; there was a marked tendency for boys to do better than girls on some of the oral tests with practical and scientific content.5.—Passages chosen for similarity of content were not necessarily equivalent to the children.6.—One thing clearly emerges from this research: a single mark for one comprehension test is not a valid or reliable mark for an assessment of comprehension in general; a number of short passages with variety in content might be a more

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1959.tb01473.x

出版商:Blackwell Publishing Ltd    

年代:1959

数据来源: WILEY

摘要:

Summary.Up to the beginning of adolescence the majority of children believe that God upholds the moral law or ideal by rewarding good behaviour. At the same time, the majority have already either rejected or begun to wonder about earlier and cruder ideas about God's punishment of wrong‐doing. As a result of the development of the ability to reason critically, an increasing number of adolescents question, and in many cases abandon, these earlier ideas about God rewarding the good and punishing the bad. Some adolescents and adults, however, retain the basic belief that moral attitudes and decisions should be determined in the light of religious beliefs. The majority of adolescents and adults believe, more vaguely, that religion can and should help them to live a morally good life, though on what grounds this belief is maintained cannot be stated with any certainty. Not all who hold this view believe that religion isessentialfor living a morally good lif

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1959.tb01474.x

出版商:Blackwell Publishing Ltd    

年代:1959

数据来源: WILEY

摘要:

Summary.Piaget's observations on sensori‐motor intelligence and the concept of permanent objects in the development of the normal infant were applied to the study of 147 mentally defective children. The postulated order of difficulty of responses typical of each of Piaget's sensori‐motor stages was confirmed. Repetitive behaviour with objects was readily classifiable into the types of manipulation which Piaget terms secondary, derived secondary and tertiary circular reactions; most of the hand mannerisms resembled the hand movements of infants to which Piaget has given the name of primary circular reactions. The postulated correspondence between the type of problem‐solving or grasping behaviour and the type of circular reaction was found in 43 per cent of the cases. The postulated correspondence between the stage of sensori motor intelligence and object concept development was found in 87 per cent of the cases. It was concluded that the sensori‐motor activities of severe mental defectives could be classified into the six main types distinguished by

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1959.tb01475.x

出版商:Blackwell Publishing Ltd    

年代:1959

数据来源: WILEY

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1959.tb01476.x

出版商:Blackwell Publishing Ltd    

年代:1959

数据来源: WILEY

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1959.tb01477.x

出版商:Blackwell Publishing Ltd    

年代:1959

数据来源: WILEY