摘要:

Summary.Although it is highly desirable that educational progress should be assessed by means of standardised attainment tests, this procedure often encounters difficulties. The artificial inflation of re‐test results by practice effects is a particularly awkward problem. The present study was designed to measure the extent of this effect on parallel forms of a recently developed attainment test, namely the Neale Analysis of Reading Ability. It was found that this Test is of high reliability and is insensitive to practice effect

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01781.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.This is the first of two artioles whose object is to throw light on the development of, and retardation in, abilities by comparison of patterns of test scores with assessments of environment, both within and between certain contrasted cultural groups.A series of verbal tests is described, some group, some individual, which were applied to a representative group of 100 boys close to 11:0 years in South‐East England, and to a sample of fifty similar boys in the West Indies. These included tests of educational attainments, memorizing, vocabulary, and a battery of items based on Piaget's investigations of concept development. The latter was shown to be factorially complex. Mean West Indian scores varied widely, ranging from an English deviation quotient of 72 on Vocabulary to 94 on Spellin

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01782.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.This paper describes the results of an investigation into the value of colour as an aid to the visual discrimination of words and letters. One‐hundred‐and‐ten nursery school children were given a pair of matching tests, one in black and one in colour, of English reversal letters, and this was followed by another pair of matching tests in black and in colour of English words transposed into an unfamiliar script.The aim was not only to assess the differences between the scores in the black and coloured version of each test, but to see:(i) Whether there was any significant sex differences in the visual perception of black and coloured material.(ii) Whether there was any significant difference by age.(iii) What was the extent of colour matching in disregard to differences of shape and orientation.(iv) If there was any significant difference between preferences for the black or the coloured test material.The results showed much higher scores for the coloured version which was also preferred by the children. There were no no significant sex

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01783.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.Detailed absence records are available for 3,273 primary school children from the National Survey of Health and Development. They are grouped in seven categories, according to the history of school attendances between 6 1/2 and 10 1/2 years. In the upper middle classes the eleven‐year mental ability and school performance test scores are unaffected by the amount of absence and by the age distribution of the absences. In all other social classes, considerable effects are recorded, children who are consistently absent or who are often absent in the last two years at primary school making low scores at eleven, and showing a relative deterioration in score between 8 and 11 years. On the whole, children who are often away in the first two years but make good attendances in the subsequent years catch up, but not if they come from the lower manual working class or go to primary schools that have a poor academic record. Even after allowing for the influence of absence on test performance, the children who are often absent get fewer grammar school places than expected; this is particularly noticeable for the manual working class childre

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01784.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.Science teachers have expressed dissatisfaction regarding both the validity an the predictive value of the conventional practical tests in science. The proposed new secondary school examinations have necessitated a rethinking of the purpose of such tests, and the investigation here described is a contribution to this field. It has been carried out as far as possible within the kind of conditions which may obtain for these new examinations.Three forms of practical science tests were based on six hypothetical components of practical ability in science. Tests were constructed in biology, chemistry and physics. Using 196 secondary school pupils, the results from these tests were compared with scores on tests of attainment and ability in science, and with corresponding teachers' estimates. The analysis of these scores showed wide differences between schools and between identical test patterns in the three science subjects. The differences between schools were no doubt temporary facets of a new and disturbing situation. Greater theroetical interest attaches to the differences between the test adaptability of the separate subjects, and it would seem that identical test procedures cannot be used in each field.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01785.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.Following the work of Luchins, a test suitable for 11‐year‐olds was designed to explore rigidity in problem solving among pupils in two junior schools. One of these is based on a child‐centred, progressive regime while the other believes in a mainly adult‐directed, traditional form of organisation. The total sample consisted of 211 children. Intelligence quotients and the results of two arithmetic tests were available for every child.No over‐all difference in rigidity was found between the two schools. However, within each school, children in the lowest stream and pupils of more limited intelligence showed a significantly higher degree of rigidity. Moreover, in the progressive school, the less able children showed greater flexibility in problem solving than the comparable groups in the school using traditional teaching methods. Thus, it seems, that intelligence and educational approach have a differential effect on rigidity, rather than an “all or none” influence as has been suggest

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01786.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.Children between the ages of 11 and 15 marked Raven'sProgressive Matricestwice: first at speed, so that the test resembled one in perceptual organisation; later at leisure, to allow time for thought. It was predicted that more younger children and more educationally backward children would, on the second occasion, change right answers to wrong ones. The suggestion is that, at the lower levels, language‐handicaps affect reasoning‐ability advers

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01787.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.Use of the Bristol Social Adjustment Guides in the only primary school of a West Berkshire village revealed a significant connection between reading failure and Restlessness throughout the school, and between reading failure and Anxiety for the Approval of Other Children among the 9, 10 and 11‐year‐olds. Since there was apparently no tendency for Restlessness to increase with age, it seemed possible that such a form of unsettledness or maladjustment (which Stott defines as “an inability to persevere, concentrate or reflect, and a liking for easy moment‐to‐moment satisfaction”) had been a contributorycauseof reading failure. It appeared that Anxiety for the Approval of Other Children (sometimes, as Stott points out, to the extent of being led into mischief) might possibly havebeen caused, at least in part, by reading failure. Although the numbers of children tested were such that there remained some doubt concerning the significance of the conclusions, the results suggested that the incidence of a “Reslessnesss: Reading failure: Anxiety” sequence in children would justify furthe

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01788.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.Two experiments are reported. They are concerned with what have been described as:(i) The ‘non‐manipulation paradox,’ this being related to a stage in the development of haptic perception in which children of the age of about 2 1/2 years, when presented with objects or shapes for tactile examination, make little or no attempt to maximise the available information relating to their spatial configurations. Paradoxically, they are, nevertheless, able to identify by touch cues alone, many objects with extremely complex spatial configurations. In this experiment the textural characteristics of a group of objects was controlled, by carving models of them in wood. The results suggest thatimportant cues for recognition of objects at this age are textural rather than spatial.(ii) The ‘topological‐primacy hypothesis.’Piaget and Inhelder (1956) argue forcibly that the achievement of a spatial co‐ordinate system which is essentially linear is not complete until the age of about 8 or 9 years. They interpret the findings of their haptic shape perception experiments as indicating a gradual development from using ‘primitive’topologicalrelationships to usinglinearor Euclidean relationships based upon a vertical—horizontal system of co‐ordinates. This hypothesis was considered in a situation similar to that used by Piaget and Inhelder, but within the framework of an entirely different expermental design. The results of this investigation appear to indicate that, when a response is available equally to each of the two shape categories under consideration, the ‘topological‐primacy hypothesis’ requires to be repl

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01789.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY

摘要:

Summary.An investigation was carried out among 1,164 boys and 1,085 girls in single‐sex and mixed schools. Significant differences in favour of the girls were found in I.Q. attainment, and in attitude to school. It was also noted that attitudes to school grow more unfavourable from first to fourth form. Where there is a very substantial deterioriation in attitude there is a marked lack of improvement in attainment relative to I.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1965.tb01790.x

出版商:Blackwell Publishing Ltd    

年代:1965

数据来源: WILEY