摘要:

Summary.The influences upon attitudes towards aphasic children were studied when ordinary children (ages 9–14) were given explanations of, and contact with, children with motoric aphasia. Subjects were 191 elementary school pupils. In one group no explanation about aphasia was given, and no contact with aphasic children was maintained. In a second group, an explanation was given but no contact was maintained. In the third group, a special class of aphasic children was incorporated within the ordinary school. As a result, daily contact between the ordinary and the aphasic children was maintained. A questionnaire for measuring attitudes towards aphasic children was built and its test‐retest reliability was found to be 0.91 (df=37, P<001). The attitude scores were analysed by analysis of variance. A significant main effect of treatment method was found (F (2, 173) = 5.38, P<005). As hypothesised, the attitudes of children exposed to daily contact were less negative than those of children exposed to explanation only. The attitudes of children who were exposed neither to explanation nor to contact were the most negative. A significant main effect of age was found (F (2, 173)= 10.84, P<001). It was revealed, as hypothesised, that attitudes towards aphasic children were more negative in younger children than older ones, and only the attitudes of the 13‐ to 14‐year‐old children were in the positive region. A significant interaction between age and treatment method was also found (F (4, 173) = 3.81, P<005). The contact was found to be most effective with the youngest children. The implications of the findings for the general question of attitude formation in children and for the specific question of aphasic children's rehabilitation were

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1985.tb02600.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Summary.Current models of the attribution process in children derive from adult models. This study examines the adequacy of current models for British children in the 5–14 age range (N = 149). Three questions are asked: (1) What types of explanation are used freely by children to explain academic success and failure? (2) How frequently are they used? (3) Do the types of explanation used by children to explain academic success and failure vary developmentally? Eighteen categories are used to classify the free responses of children to six achievement stories. The categories used by current models are useful but limited. Additional categories include different types of ability attribution and teacher‐sanctioned behaviour. Reservations are expressed about the meaning and relative importance of luck and the organising dimensions (locus, stability, control) of current taxonomical models. Using a multivariate profile analysis it was shown that the pattern of use of attribution categories varied by age. While recognising the importance of situational explanations for this trend, it was concluded that the trend was not reducible to them and that the attribution process involves a complex interaction of subjective and objective real

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1985.tb02601.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Summary.Tests of rigid thinking and rigid personality were administered to a sample of 173 undergraduates. Correlations, factor analysis and canonical analysis all indicated that there was little relationship between these two sets of variables.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1985.tb02602.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Summary.In this investigation 72 female tertiary students completed questionnaires of their experienced cognitive interference, mind‐wandering, enjoyment, and task difficulty following the administration of Set I, and again following Set II, of the Advanced Progressive Matrices. Subjects were informed that Set I was a practice test. The Cognitive Failures Questionnaire (Broadbentet al., 1982) predicted levels of cognitive interference and mind‐wandering on Set II. The Test Anxiety Scale (Sarason, 1978) predicted cognitive interference, as well as actual test performance, on Set II. The results were interpreted in line with the view that the CFQ and TAS predict different aspects of the manner in which individuals react in stressful testing situati

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1985.tb02603.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Summary.There is a need for greater understanding of influences on childhood uptake of the smoking habit. Some evidence has been put forward that ‘school characteristics' as much as the personal characteristics of children and their families may play some role. A cohort study in Derbyshire secondary schools provided an opportunity to examine this thesis.The role of school organisational features unrelated to smoking, such as are found to affect educational achievement, was generally slight and inconclusive. Other more directly related issues such as health education provided counter‐intuitive results which may suggest a reversal of the causal hypothesis. Social class and peer influences were important and underline the need for a better understanding of the psychology of life‐styles and role‐modelling in smoking behaviour modif

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1985.tb02604.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Summary.Reading errors were examined in 140 children ranging from 5 to 11 years in reading age. Intelligence, sex and social class were controlled within each reading age. Interjudge reliability on the ratings was quite high at 0.90, 0.95, 0.67 and 0.83 on graphophonic proximity, syntactic, semantic and phonemic similarity, respectively. The build‐up in sight vocabulary resulted in increases in graphophonic and phonemic similarity up to 8 years of reading age. There was also a change in reading style from a phonics to a more whole‐word style of reading. The more proficient readers appeared to process larger units of information which could account for systematic reductions in syntactic similarity. The reader at this level appears to be more eclectic and is capable of utilising all dimensions whenever necess

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1985.tb02605.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Summary.The reading achievement test performance of sixth‐grade pupils in contrasting reading programmes was examined. One programme (Matteson) is an explicitly sequenced, behaviourally oriented skills programme. The other (Scott Foresman) places more emphasis on rich language experience, and less on specific skill development. An aptitude‐treatment interaction was found. Higher ability pupils in the Scott Foresman programme out‐performed those in the Matteson programme, while lower ability pupils in the Matteson programme scored higher than those in Scott Foresman. Explanations and implications are discussed in terms of the differential degrees of benefit derived from explicit organisation of the learning environment by pupils with varying levels of academic compe

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1985.tb02606.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Summary.One hundred and twenty‐seven schoolteachers completed the Teacher‐Event Stress Inventory (TESI) (a measure of self‐reported teacher stress) and the Middlesex Hospital Questionnaire (MHQ) (which provides scores on six scales measuring aspects of clinically recognised psychoneurotic status: anxiety, phobic, obsessional, somatic, depressive and hysterical). The correlations between TESI scores and each of the MHQ scale scores were presented separately for male and female teachers. Eleven of the 12 correlations were positive and significant. These indicated an association between self‐reported teacher stress and psychoneurotic symptoms which appeared to be greatest in the areas of anxiety, somatic and depressive s

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1985.tb02607.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Summary.An experimental study is described which was designed to evaluate the effectiveness of a new in‐service package for training teachers in the behavioural approach to teaching (BATPACK). Teachers from two primary schools were observed (each one on three separate occasions) both before and after one of the groups received BATPACK training. The teachers in the control group received two handouts and a seminar on the behavioural approach. Initially both groups of teachers were very similar in terms of their rates of approving and disapproving behaviour and their classes were also very similar in terms of amount of time spent on‐task. Following BATPACK training, however, it was shown that the teachers in the experimental group were now displaying significantly changed behaviour compared with the control group. They were shown to be more positive and less negative in their responses to the children whilst their classes spent more time on t

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1985.tb02608.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Summary.The short form of the Coopersmith Self Esteem Inventory designed by Lee (Argyle and Lee, 1972) was subjected to several tests of validity and internal consistency. The short form was administered to 41 children in off‐site units for persistent school non‐attenders and 41 matched controls (average age 14 years 9 months). Factor analysis revealed no general factor of self esteem. Scores were found not to correlate significantly with general verbal abilities nor word reading. However, there was a moderate correlation between the Coopersmith scores and repetory grid measures of self esteem. Children who were rated by their teachers to have “neurotic” compared with conduct or no difficulties showed significantly lower scores on the Coopersmith inventory, suggesting that the short‐form inventory was assessing some aspects of self perceptions and self evaluations about emotional reactions. The results are interpreted as illustrating the need for improved test construction and validation in

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1985.tb02609.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY