ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1986.tb02639.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Summary.Intelligence test scores and educational level of 241 18–26 year‐old male adoptees correlate with the social class of both their biological fathers (r = 0.218, P<0.01; and r = 0.173, P<0.05) and their adoptive fathers (r = 0.216, P<0.01; and r = 0.359, P<0.001). The correlation between the biological father's social class and the adoptee's educational level may be largely mediated by the inheritance of characteristics more directly measured by the intelligence test. Conversely, the correlation between the adoptive father's social class and the adoptee's intelligence test score may be largely mediated by familial environmental influences on educational level. The multiple correlations of both biological and adoptive fathers' social classes with the adoptees' intelligence test scores (R = 0.292, P<0.001) and with adoptees' educational level (R = 0.384, P<0.001) do not differ significantly (z<0.6, NS) from the simple correlations of fathers' social class with sons' intelligence test scores and educational level in a non‐adoptive control sample of 4,020 father‐son pairs (r = 0.320, P<0.001; and r = 0.417, P<0.001). This suggests that familial influences on intelligence test scores and educational level may be adequately accounted for by an additive model including both genetic and familial environmental com

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1986.tb02640.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Summary.A major source of empirical support for the generally accepted common factor structure of intelligence is (exploratory) factor analysis. This excludes the possibility of many alternative models which can only be evaluated through the confirmatory methods of structural modelling. Using this approach in the analysis of Richmond Basic Skills Test data, we demonstrate that a different kind of model where one type of ability leads to and influences another (a simplex) not only fits the data, but is also consistent with theory in developmental psychology. An elaboration of the simplex, termed for convenience a ‘split simplex’, enables all the tests (verbal and mathematical) to be incorporated in one model. We conclude that the simplex and its variant should be considered as plausible alternatives to the classical mo

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1986.tb02641.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Summary.The study compared patteras of ethnic and sex relations revealed by nominationversusrating methods for activities at differing levels of intimacy. Integrated junior high school students in 16 classrooms filled out two versions of the Interpersonal Relationship Assessment Technique treating willingness to engage in activities of low, moderate, and high intimacy. In the peer nomination version, students identified three classmates most desired as partners for each activity. In theratingmethod, students stated positive desire for each classmate. As hypothesised, the nomination technique heightened the extent of group cleavage along sex and ethnic dimensions relative to the rating method. Moreover, it was insensitive to differences in sociometric content. In contrast, the rating method revealed, as expected, reduced social cleavage at less demanding levels of social contact. Discussion focused on the theoretical processes underlying the different methods and their practical implications for the assessment of intergroup relations.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1986.tb02642.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Summary.The concept of specific reading retardation assumes that there exists a stable group of under‐achieving children whose classification is not simply age‐ or test‐specific. This assumption was investigated longitudinally in a large sample of New Zealand children who were followed from age 7 to age 11. Substantial overlap was found between groups classified as specific reading retarded at ages 7, 9, and 11 on the basis of Burt reading and WISC‐R Performance IQ scores. At age 11, there was also substantial agreement between classifications based on three separate measures of reading achievement, although there was evidence of test‐specific factors unique to comprehension‐versusword recognition‐based classifications. Agreement between classifications at age 11 based on WISC‐R Performance IQ and Fullscale IQ was high. The data indicated the existence of a fairly stable group of children characterised by enduring under‐achievement in reading throughout the primary y

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1986.tb02643.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Summary.Several previous reports of the treatment of learning disabilities via EMG biofeedback and relaxation training have suggested that these can be effective in reducing the high levels of stress which accompany the academic performance of learning disabled children, resulting in improvements on dependent variables such as reading, spelling, arithmetic and handwriting. The present study examined the relative efficacy of EMG biofeedback, relaxation training, remedial teaching and two control procedures with 50 elementary schoolchildren who had been referred for reading disability. Daily reading “probes” of reading accuracy, speed and comprehension were collected as well as pre‐vspost‐test data on two standardised tests of reading skill. Both time‐series analyses and analysis of variance statistics failed to show significant improvements in accuracy and speed of reading for any but the remedial teaching treatment group. It is concluded that “direct action” to alleviate stress due to threat of failure at reading is more effective than “palliative” attempts at reduction of tension with no action upon the performance deficit itself. Implications for teaching and policy for teacher training and provision of services are discussed, with suggestions made for

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1986.tb02644.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Summary.The sources of discrepancies in causal attributions for success and failure and for self and other attributions of outcome may become clearer when specific research attention is paid to the role of generalised expectancies in the attributional process. The present study hypothesised that when information about task and outcome is standardised, the attributions of both actors and observers will tend to reflect generalised expectancies, evoked in this study by two levels of SES in both actor and observer conditions, more than they will self‐serving biases. 230 sixth grade Jewish Israeli pupils of two SES levels were assigned to one of three experimental conditions. All pupils received eight anagrams, four soluble by all and four insoluble. Those in the self‐attribution condition attributed their own outcomes to various causes, while those in the similar and different other conditions attributed the same outcomes for pupils of apparently similar or different social class, after having first completed the anagrams themselves. The results indicated that while pupils of high SES tended to attribute both their own and others' outcomes in ways consistent with high generalised expectancy for success, pupils of low SES attributed their own outcomes more to external, unstable factors, and differentiated consistently in their attributions for the self, for similar and for different others. It was argued that these differences reflect undifferentiated, global perceptions of causality among high SES pupils, whose patterns of attribution are consistent both with teacher values and their own experience. Low SES pupils have more differentiated perceptions of causality since uncertainty as to the real causes of their learning outcomes motivates them to greater, but not always adaptive, attributional activ

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1986.tb02645.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Summary.The aim of the present study was to explain the relationship between expectancy and subsequent academic achievement. A modified version of effort calculation theory was used to generate hypotheses regarding determinants and effects of expectancy in the academic achievement situation. The hypothesis that past achievement, work spent in examination preparations, and perceived ability determine both expectancy and later examination performance, and thereby account for the relationship between the latter two variables, did not find support. With preparation work, past grades, and perceived ability controlled, expectancy still related to subsequent grades. The hypothesis that expectancy determines effort expenditure in the examination situation, and thereby grades, was also not supported. It was suggested that expectancy as an expression of self‐confidence might be more strongly related to style of working in an exam situation than to an energy dimension like effort expenditur

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1986.tb02646.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Summary.The effects of attributing academic failure to effort or strategy were examined with the use of college students and teachers as subjects. Both the attitude and future performance of a college freshman described as receiving a GPA of 1.8 (C ‐) on her first semester's work were judged to be significantly more positive when poor performance was attributed to strategy in contrast to effort. A measure of perceived affect produced an interaction which indicated that college teachers, but not students, perceived affect to be more positive under effort attributions.A secondary purpose of this research was to examine the effects of having subjects judge perceived affect either before or after making judgments on attitude and future performance. Data suggest that the initial processing of affect may lead to more positive judgments of attitude and future performance on the part of teachers but less positive judgments on the part of students. The theoretical and practical implications of these findings are discusse

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1986.tb02647.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Summary.In a preliminary study, the four core tests of the British Ability Scales were administered to a sample of 208 Australian schoolchildren aged 9.6 to 10.5 years. In general the results obtained were comparable with the UK standardisation group although there was a tendency towards higher scores by the Australian sample. Analysis of the scale characteristics of the items were carried out using the Rasch method and a normal ogive model (NOHARM). The Rasch scaling appears to be robust with this population. The NOHARM analysis produced strikingly similar results. Sample estimates of reliability and validity were obtained and were found to be acceptable.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1986.tb02648.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY