ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1975.tb02288.x

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

Summary.An examination was made of the ‘actions’ of early reading—analysis and synthesis—within the modalities of sound alone and sound with sight. The relative difficulty of these skills for a sample of forty 5 and 6‐year‐old children was established through an assessment of their performance of four different tasks of analysis or synthesis involving four word lists of equal difficulty. Purely auditory synthesis was found to be considerably easier than any other skill; analysis involving both sound and sight was found to be by far the mos

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1975.tb02289.x

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

Summary.The study was designed to establish, on a regional basis, the validity of a set of measures of social handicap as predictive of educational backwardness and to identify the characteristics of those schools which are most effectively compensatory in adverse social conditions. Backwardness was defined in relation to scores on standardised intellectual tests for 7‐year‐old and 10‐year‐old children attending 115 Northern Ireland primary schools. The proportion of backwardness was then predicted from thirteen demographic variables, commonly used in describing educational priority areas, by the application of step‐wise multiple regression analysis.Parental unemployment and the occupational status of the school neighbourhood emerged as the strongest pointers to educational backwardness. The social variables predicted backwardness least accurately in smaller, less well equipped and rural schools. The schools which were most effectively compensatory tended to be urban, to have less physically adequate classrooms, female principals, and a higher proportion of graduate‐train

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1975.tb02290.x

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

Summary.Differences in teaching styles have conventionally been described in terms of ill‐defined dichotomies. The aim of the present study was to provide a more adequate representation of teaching practices by creating a typology based on the self‐reported strategies of primary school teachers. 1,258 third and fourth year teachers completed a questionnaire, and the resultant information was cluster analysed. Twelve teaching styles were extracted. Although the usual poles of informal and formal styles were apparent, most teachers appeared to adopt intermediate styles, incorporating elements of both informal and formal strategies. Evidence regarding the validity of the clusters is presen

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1975.tb02291.x

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

Summary.218 upper sixth‐formers at three West Riding schools were given a battery of tests and questionnaires designed to investigate relationships between personality and syllabus‐boundness/syllabus‐freedom. A 20‐item inventory was developed and used to isolate groups of 28 sylbs and 31 sylfs. In terms of Cattell's 16PF, the sylbs were found to be significantly more conservative, controlled, conscientious and persistent, shy and cautious, and practical, and somewhat more sober, apprehensive, and group dependent. The sylbs were also found to be more dogmatic on Rokeach's scale and the suggestion is made that sylbism may be an aspect of dogmatism. In contrast to previous research, no evidence was found to link syllabus‐orientation to convergence/divergence. Sylbs were found to be more conscientious in their study habits and to do better in O‐level e

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1975.tb02292.x

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

Summary.Three important deficiencies of learning hierarchy validation studies—inadequate scope, inappropriate validation technique and lack of replicative data—were identified, and substantially resolved in the construction and replicate validation of a comprehensive network of graphical interpretation skills. The two parallel validation studies involved 204 grade 8 students in Queensland and 212 grade 8 students in South Australia, both groups containing approximately equal numbers of male and female students. The results in both validation studies were relatively consistent, substantiating the postulated learning hierarchy and thus providing further supportive evidence for Gagné's model of hierarchical lear

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1975.tb02293.x

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

Summary.119 fifth‐ and sixth‐grade children read a 20‐paragraph text, with half of the groups receiving a test immediately after reading. One week after learning, all children were given a delayed test. The tests measured both verbatim and semantic recall of questions seen during the initial reading. Half of the children received instructions to form mental pictures of the text events during learning. The remaining half of each group were merely told to read carefully. Control groups read only text or only text‐related questions. Analysis of the pooled delay scores showed a decided superiority for learners receiving imagery instructions. The instructed children also recalled more semantic than verbatim test items. These data indicate that using image instructions with text material increases the amount of content remembered ov

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1975.tb02294.x

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

Summary.TWO experiments were conducted in which first‐year students were asked to read a passage of prose under different conditions, chosen to represent realistic study strategies. In the first experiment 86 students were allocated to three main conditions of reading, copying and summarising. The summarising activity, contrary to expectations, did not lead to greater recall than reading alone. The results of the second experiment, in which some of the 96 students read the material and others listened to it, indicated that the requirement to undertake recording activities has a negative effect upon learning only in circumstances whereby such a requirement imposes constraints upon learners' strategie

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1975.tb02295.x

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

Summary.This investigation studied the differential effects of the significance of stimuli on educable mentally retarded (EMR) children in a conservation of number experiment. The sample consisted of 30 low and 30 middle SES children attending classes for the EMR. The effect of using candies or paper‐clips was investigated in Piaget's one‐to‐one correspondence task. A significant interaction between SES and the significance of stimuli was found. This was discussed in terms of the possible misdiagnosis of lower class children, multiple criteria diagnostic procedures, and the relevance of

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1975.tb02296.x

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

Summary.The effectiveness of five presentation methods were compared for the teaching of spelling to 359 children in 10 third‐year junior classes. The learning method involved the study of the whole word, the ‘hard spot,’ or the individual letters of each spelling; the presentation of the words being in either list form or in context. Analyses of variance results indicated that the most effective approach to use with a class was one which used a whole word method of learning where the words were presented in co

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1975.tb02297.x

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY