摘要:

Summary.Objective tests of attainment in physics, chemistry, and biology were administered to over three‐hundred grammar‐school pupils, together with a battery of verbal, number and spatial tests. A factorial analysis yielded the following results:1The tests of physics, chemistry, and biology formed a group factor over and above a general factor.2Verbal, spatial and numerical group factors were also found.3Attainment in science, as measured by the objective tests, is dependent upon (a) the general factor, and (b) the scientific group factor.4In addition, attainment in physics (though not in chemistry and biology) depends to some extent on the spatial factor.5Again, for girls, attainment in biology depends to some extent on the verbal factor.6Attainment in all three branches of school science is independent of the number factor. Numerical ability (as measured by speeded tests of the basic arithmetical processes) has no relation to attainment in school science.7The factorial pattern underlying scientific attainment is very similar for boys and gi

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1964.tb00599.x

出版商:Blackwell Publishing Ltd    

年代:1964

数据来源: WILEY

摘要:

Summary.184 college students were taught to decipher coded sentences. Two variables were studied: (a) Rule: given or not given before the learner responded; (b) Knowledge of correct response (KCR); given or not given. A 2 × 2 linear hypothesis design was used to analyze the four main experimental groups. As hypothesized, KCR increased learning, retention, and transfer only when the rule was given. It was concluded that KCR can be beneficial when it is not redundant.Subjects who received rules or KCR rated the learning test as more enjoyable than subjects who received both rules and KCR or neither rules nor KCR

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1964.tb00600.x

出版商:Blackwell Publishing Ltd    

年代:1964

数据来源: WILEY

摘要:

Summary.This paper describes a six‐year follow‐up study of the 1,300 children in a random (1 in 15) sample of all Kent children born in 1945. They entered their secondary schools in September, 1956, and were tested in December, 1959. Information concerning them included scores on certain group tests of ability and attainment which were given in 1953, 1954, 1955 and 1956, and assessments made by primary school teachers in 1956 and by secondary school teachers in 1959. Selection for secondary education in Kent since 1956, has been largely based on the cumulative school record card and has incorporated refinements designed to reduce competition between primary schools and to ensure equal opportunity for all children in Kent. The results of this analysis suggest that a selection procedure based on the result of a series of group tests taken throughout the junior school course and incorporating both primary school assessments and an adjustment for differences between primary schools can provide an accurate forecast of later secondary school achievement. The correlation between the primary and secondary school critiera for the unselected sample was 0·91 for an interval of nearly four y

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1964.tb00601.x

出版商:Blackwell Publishing Ltd    

年代:1964

数据来源: WILEY

摘要:

Summary.The role‐conflicts of a group of adolescents (and pre‐adolescents) were assessed by asking the subjects to indicate how they would behave ideally, how they thought they in fact behaved, and how they thought various adult authorities and their friends expected them to behave. This was done by ranking various areas of conduct as they themselves, and in their view the adults and friends, evaluated them in their behaviour. The extent of disagreement among the ranks was taken as a measure of conflict.The adolescents were 470 fifteen‐year‐old grammar and modern school boys and girls in three industrial towns. A last‐year junior school group of forty‐seven children and sixty‐nine late‐teenage male technical college students were also investigated. Role‐conflict was greatest among the grammar‐school boys and technical college students, least among secondary modern school girls and junior school children. Grammar school boys showed more conflict than modern school boys, grammar school girls than modern school girls. There were no social‐class differences within a particular type of school. Teachers, mothers, fathers (and bosses) were seen by all groups to have substantially the same expectations; but there was greater conflict between self‐conception and perceived expectations of friends. The grammar school pupils' conception of their role stood midway between the perceived expectations of friends and of adults; the modern school children did not so generally see themselves between such extreme

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1964.tb00602.x

出版商:Blackwell Publishing Ltd    

年代:1964

数据来源: WILEY

摘要:

Summary.Two investigations were undertaken to examine learning from two different forms of programmed instruction. In one condition, subjects were asked to make continuous responses to a linear programme; in the other, subjects were asked to work through the same programme presented in the form of a text‐book, and to make their own notes.Differences in learning were examined at two age levels. Twenty postgraduate students in a Department of Education took part in one investigation, and thirty‐six first year grammar school pupils formed the subjects for the other.The students reached the same level of achievement from both forms of the programme, but the grammar school pupils who worked from the programme learned better than those who worked from the text.Student comments on learning by these methods are described and the use of the efficiency index as an evaluative measure is discus

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1964.tb00603.x

出版商:Blackwell Publishing Ltd    

年代:1964

数据来源: WILEY

摘要:

Summary.The under‐achievement of high ability children is a growing and important problem. This paper reports the effect of counselling on the level of educational attainment of high ability under‐achieving intermediate school pupils. Three matched groups of under‐achieving pupils were chosen, known as the Counselling, Placebo and Control Groups, respectively. The Counselling group received non‐directive counselling following the administration of a battery of tests. The Placebo group received the same tests but no counselling. The Control group received neither tests nor counselling. The results showed a significant difference in the achievement scores of the Counselling group over both control groups in four of the six tests. In the other two tests, differences approaching significant levels were obtained. This leads to the conclusion that counselling does have a positive effect on under‐achievi

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1964.tb00604.x

出版商:Blackwell Publishing Ltd    

年代:1964

数据来源: WILEY

摘要:

Summary.The application of a Sentence Reading Test and a Non‐Verbal Intelligence Test to the whole of the third year pupils in twenty‐two junior schools gave results for 1,205 children. Of the 139 who had a reading quotient of<80, seventy had standardized non‐verbal scores ≥90. Fifty of these seventy backward readers were paired, individually, with average to good readers, matched for non‐verbal test score, social class, sex and school. These two groups undertook a number of individual tests. The backward readers showed no deficit in performance on an oral test of language structure, but a poorer performance on a variety of tests involving spatial relationships and left‐right discrimination; also a greater ‘rotation effect’ on a test involving the copying of a

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1964.tb00605.x

出版商:Blackwell Publishing Ltd    

年代:1964

数据来源: WILEY

摘要:

Summary.The hypotheses tested were that there would be significant differences in student achievement and preference for section, attributable to class size and co‐ordinated instruction. Students were freshmen psychology students (N = 682). Students were randomly assigned to three types of instructional groups: large‐experimental (LE), small‐experimental (SE), and small‐control (SC). For the LE and SE groups instructional materials and assignments were co‐ordinated. The major criterion measure tested for cognitive change beyond the acquisition of information. In the main, there were no significant differences in achievement or preferences. However, students consistently perfer small classes (p<.001) when asked directly about this factor, although other responses are not consistent with this expression of

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1964.tb00606.x

出版商:Blackwell Publishing Ltd    

年代:1964

数据来源: WILEY

摘要:

Summary.The probationary year's teaching experiences of untrained and trained graduate teachers, who left the same university at approximately the same time, were compared. This was done by means of questionnaires returned by the teachers themselves and the Heads of their schools. The untrained graduates' replies were matched for sex and academic qualifications with replies received from the trained graduates. Certain areas of experience of the two groups were then compared. Few concessions seem to have been made by the schools for lack of training of their new graduate teachers and the untrained group proved generally to be the less satisfactory group from the schools' point of view.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1964.tb00607.x

出版商:Blackwell Publishing Ltd    

年代:1964

数据来源: WILEY

摘要:

Summary.Forty‐four male teachers' college students mentally practised a gross motor skill with which they had previously been unfamiliar. At the end of the six‐day practice period, the subjects' ability to physically perform the movement was assessed and was compared with the scores the subjects had obtained on a test of general intelligence. An insignificant negative correlation was obtained.In breakdown of the relation between these two variables, it appeared that the highly skilful subjects, as assessed by their physical performance at the test, tended to have a significant negative correlation between their skill scores and the intelligence marks. This feature was noted in another study in the literat

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1964.tb00608.x

出版商:Blackwell Publishing Ltd    

年代:1964

数据来源: WILEY