ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1980.tb00790.x

出版商:Blackwell Publishing Ltd    

年代:1980

数据来源: WILEY

摘要:

Summary.Sixty‐three mother‐child dyads, selected from middle‐ and working‐class English backgrounds, were observed in semi‐structured teaching activities. The five activities were selected for the 2½‐3½ year‐old child sample. Observers scored precoded maternal and child behaviours. An analysis of covariance, with mother's age and child's age as covariates, indicated that middle‐class mothers used significantly fewer negative statements and imperatives, and significantly more questions. They were also less intrusive. Within‐class correlations showed two maternal styles in the working class, a negative intrusive style and a positive,

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1980.tb00791.x

出版商:Blackwell Publishing Ltd    

年代:1980

数据来源: WILEY

摘要:

Summary.This study reports the contribution of maternal general ability, some developmental milestones, early motor development, language development, and experiences to intelligence as measured at age five. The results confirm that there is a relatively low level of prediction of intelligence as the multiple correlation of all the independent variables is only 0–61. The implications of the low level of the variance of intelligence explained is discusse

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1980.tb00792.x

出版商:Blackwell Publishing Ltd    

年代:1980

数据来源: WILEY

摘要:

Summary.Four experiments were carried out to examine the different recall strategies employed in a diagnostic test of visual sequential memory (VSM). Briefly the results were as follows: Experiment 1 indicated that competent readers tend to use a verbal labelling strategy in the recall of visual stimuli, rather than visual memoryper se.Experiment 2 suggested that the retention of the visual stimuli could be improved by the adoption of a verbal labelling strategy. Experiment 3 suggested that when verbal labelling was suppressed the performance of competent readers on the VSM task deteriorated to a level similar to that of poor readers. Experiment 4 suggested that if retarded readers were instructed to use a verbal labelling strategy their retention of visual symbols improved significantly. Taken together, the principal implication from these results is that good and poor readers may differ not with respect to visual memory but their differential ability to employ a verbal labelling strategy in the retention of visual stimuli.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1980.tb00793.x

出版商:Blackwell Publishing Ltd    

年代:1980

数据来源: WILEY

摘要:

Summary.Four hundred and eighty‐two children aged 10 and 11 years who were in their final year in primary school were followed up a year later to determine the extent to which personality, behavioural and educational variables as measured by tests, questionnaires and ratings, related to their social, emotional and educational adjustment in the secondary school. In general, correlations between the primary school variables and criterion variables were low. Behaviour in the primary school showed the highest correlation with adjustment after transfer whilst personality measures were unrelated to the criteria. Multiple regression analyses showed that the predictive efficiency of the primary variables in combination was also poo

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1980.tb00794.x

出版商:Blackwell Publishing Ltd    

年代:1980

数据来源: WILEY

摘要:

Summary.Previous studies have found a relationship between classroom social climate dimensions and specific academic outcome factors. The present study explored relationships among multidimensional characteristics of classroom social climates and pupil academic motivations in those settings. Classrooms perceived to be high in teacher support and involvement were associated with student motivations of self‐improvement, academic success and enjoyment of learning. By contrast, classrooms perceived to be teacher‐controlled or competition‐oriented were related with anti‐school feelings and a relative absence of self‐improvement desires and enjoyment of learning. Task‐oriented classrooms were associated with pupils expressing a greater desire for career preparation. Findings of these relationships are of significance for social systems intervention. Implications of these relationships are discussed in terms of reducing dissonance between classroom influences and negative affects of pupils, and for achieving greater congruence between positive motivations and classr

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1980.tb00795.x

出版商:Blackwell Publishing Ltd    

年代:1980

数据来源: WILEY

摘要:

Summary.This paper reports further analyses of a study of primary/secondary transfer for which certain findings have already been published (Youngman and Lunzer, 1977; Youngman, 1978; Youngman, 1979). Here the concern is to examine the various pupil characteristics that might determine subsequent academic performance in secondary school. It employs covariance regression models rather than the more customary stepwise or complete models and consequently slightly different hypotheses are investigated. Specifically the analyses seek to determine what measures or sets of measures have independent effects on achievement or progress in reading or mathematics. Two samples (N=290 and 359) are analysed separately to test the possible generality of the results obtained.The results presented comprise the two sample correlation matrices, a covariance regression summary table for reading achievement, and summary charts for all four performance criteria analyses. Most of the discussion and interpretation is based on these summary charts. From them it is seen that in spite of differences in intellectual level (Youngman, 1978) variations between the results for the two samples are small. The predominant pattern indicates that neither biographic nor dispositional (that is, attitude or personality) characteristics show any marked independent effect on performance. On the other hand intellectual characteristics show strong effects, both individually and in association with other intellectual measures.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1980.tb00796.x

出版商:Blackwell Publishing Ltd    

年代:1980

数据来源: WILEY

摘要:

Summary.While holding the influence of socio‐economic status constant, the relationship between locus of control and academic achievement, anxiety, and level of aspiration was examined among 2,438 ninth grade Israel‐Jewish students of Asian or African background and European, American, or Israeli backgrounds. It was observed that, in general, internals tend to attain greater academic achievement, to express less anxiety, and to have higher level of aspiration. The relationship between academic achievement, level of aspiration, and the perception of locus of control appears to be accentuated among students of Asian or African origin to a greater extent than among students of European, American, or Israeli ori

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1980.tb00797.x

出版商:Blackwell Publishing Ltd    

年代:1980

数据来源: WILEY

摘要:

Summary.The visual behaviour under both static and dynamic viewing conditions was examined in a group of 13‐year‐old successful readers, compared with a group of the same age retarded in reading. Each group was video recorded reading aloud, without sound, a passage on the Neale Analysis that was well within their capacity to read. Criteria for selection and experimental controls are described. Each group was assessed for letter chart visual acuity, and examined on the full range of tests on a standard vision screener. The range of fusion that could be obtained before binocular vision broke down was assessed using polarised vectographs. Each pupil was asked whether vision tended to become double when reading. Dynamic visual behaviour, ocular control, and associated postural compensation and muscular stress while actually reading were investigated. The data obtained from these static and dynamic tests were then compared for the successful and retarded reading groups. It was found that the group retarded in reading indicated a significant relationship between anomalies of dynamic binocular viewing and their reading attainment. On the tests under static viewing only one significant difference—poor stereopsis—could be found between the two groups. Research supports the notion that problems of dynamic binocular vision and control while reading are im

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1980.tb00798.x

出版商:Blackwell Publishing Ltd    

年代:1980

数据来源: WILEY

摘要:

Summary.This study in the Northern Nigerian educational system tested the hypothesis of British and American studies that academic achievement at primary school is positively associated with extraversion. One hundred and sixty primary school boys completed the JEPI and Raven's Progressive Matrices. The relationships between the subjects' E, N, intelligence and achievement scores were examined. Contrary to the findings of British and American studies, the results of this enquiry yielded a significant negative association between extraversion and academic attainment.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1980.tb00799.x

出版商:Blackwell Publishing Ltd    

年代:1980

数据来源: WILEY