摘要:

Summary.WhatI would like to do is to consider the strategy of research in pre‐school education, and to make a plea to developmental and educational psychologists to take more account than most of us do of the environmental forces which impinge directly on the child, and which influence both his development and his educational progress. Since, however, I am billed to talk about recent advances in child development generally, I shall first say a few things about new trends which are relevant to pre‐school stud

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1970.tb02091.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Summary.An investigation of a group of fourth‐year junior children confirmed that some of them have difficulty in reading and understanding a number of items of the Junior Eysenck Personality Inventory. The findings were that a Reading Age in the region of 8 to 8 1/2 years is probably necessary for reading the inventory, that duller children tend to understand fewer items than brighter children, and that some items are more frequently misunderstood than others. A second investigation failed to support the hypothesis that difficulties in reading and comprehension are associated with differences between the mean scores of dull and average boys on the Extraversion, Neuroticism and Lie Scale

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1970.tb02092.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Summary.In previous studies Stott proposed a type of behaviour disturbance which he named Inconsequence—a failure to reflect upon the consequences of responses resulting in impulsive and often inappropriate behaviour. This article reports (1) an external validation against teacher‐judgment of 30 items of the Bristol Social Adjustment Guide hypothesized as indicating Inconsequence; (2) an item‐analysis of the proposed 30 indications, of which 26 were judged acceptable; (3) a comparison of the performance of Inconsequential and control children on a test of motor impairment, showing them to be significantly inf

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1970.tb02093.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Summary.Twenty Nigerian Ibo children aged about 11 and 12 years, matched with a control group of the same age and number, were trained in classification, using a type of colour‐form‐size sorting test, and were tested on a transfer task of animal‐sorting. On being retested after training the experimental group showed significant improvement. No positive transfer was observed, however, on Kohs Blocks, which were administered as supplementary transfer task. The results indicate the need for a more careful taxonomy of tests of abstraction used in non‐Western c

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1970.tb02094.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Summary.A new sentence‐completion test has been constructed in order to explore further the development of interpersonal relationships in adolescence, following an earlier study based on a different type of projective test. The responses of three different age groups of adolescent girls from a grammar school in a working‐class area are compared, and the results indicate that in the majority of interpersonal situations there are important differences between age groups, most of which are consistent with those reported in the previous study. The results support the view that a sentence‐completion test is an appropriate and significant means of studying interpersonal develo

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1970.tb02095.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Summary.Four tests from the Minnesota Tests of Creative Thinking (two verbal and two non‐verbal) were administered to 394 Grade 7A children from 10 metropolitan schools in Perth, Western Australia. All tests were scored for fluency (number of responses) and originality (infrequent responses). Data were also collected relating to five measures of creative performance in real‐life situations, within and outside the classroom.Test‐retest reliability for the tests of creative thinking were consistently higher for non‐verbal than verbal tests, and for fluency than originality.A highly significant relationship was found between scores on the tests of creative thinking and the measures of creative performance.It was not assumed that the performance measures would be related to each other (creativity in one sphere does not imply creativity in another) but a moderate amount of generality was, in fact, found. In most cases the average correlations between measures were between 0·150 and 0·350 (N = 394). The teacher and peer ratings of creativity in school were clearly related, as were the two questionnaires concerned with leisure activities. Imaginative writing was related to both in‐school and out‐of‐school measures.The correlation between the total creative thinking score and IQ on the ACER Intermediate Test D was 0·143 (p<·05). Within the high‐creative thinking group (the top 20 per cent on the tests) differences in performance were not related to intelligence.No sex differences were observed with regard to either test scores or c

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1970.tb02096.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Summary.The Illinois Test of Psycholinguistic Abilities (ITPA) was administered to 100 4‐year‐old nursery school children. Although the sample is biased by the inclusion of a disproportionate number of middle‐class children, the scores corresponded closely to those of the American standardisation sample of the same age. Discriminant function analysis indicated a strong relationship between ITPA performance and social class, particularly in the auditory‐vocal channels. Reliability, estimated by internal consistency and standard error, was acceptably high. Examination of subtest intercorrelations by principal components analysis and Varimax rotation indicated that a general linguistic factor accounted for about 45 per cent of the variance. The significance of these findings is discussed in relation to the use of the ITPA for the construction of remedial programmes for handicapped c

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1970.tb02097.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Summary.This investigation showed that a concept of volume conservation can be taught to educationally subnormal children and that this understanding of conservation generalises to weight and substance situations. 104 ESN school children were pre‐tested for conservation of substance, weight and volume. Then, using a varied teaching method which included three conservation of volume experiences, reasons, and situations, 30 of these children (non‐conservers aged 9 to 15 with IQs between 46 and 75) were taught to recognise, generalise and give reasons for conservation. Post‐testing after one and two weeks and again after five months revealed that their concept of conservation was durable as well as generalised. The teaching method used was found to be an effective way, though not necessarily the only or the best way, of developing conservation in children regardless of their prior understanding of conserv

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1970.tb02098.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Summary.In order to obtain evidence as to the factor structure of Frostig's Developmental Test of Visual Perception, a factor analysis was made of the intercorrelations of subtest scores from the standardisation sample. Four separate principal component analyses were carried out, one for each of the grade levels concerned. It was found that in three out of four cases a single general factor, identified as perceptual maturity, was the only factor of significance. The fourth analysis extracted two factors, the first being the general factor already referred to, and the second a bipolar reflecting differences in the test content. These results are discussed with reference to other factorial studies and to the claims made for the relative orthogonality of the subtests.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1970.tb02099.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Summary.Few tests of spelling attainment have been validated against the criterion of spelling accuracy in everyday writing, which, it is contended, is the prime objective of teaching spelling. An investigation is described comparing the spelling performance of 506 children (median age 11: 6) in their written work and on dictated‐word (recall) and multiple‐choice (recognition) types of test. The dictated word test had a slightly higher concurrent validity, but other factors which should be taken into account in devising spelling tests are pointed

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1970.tb02100.x

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY