摘要:

Summary.In their recent paper, Gillet al.(1985) claim to have found evidence for “genetic factors” underlying variation in educational achievement. The conclusion, however, is based on a particular model of genotypes and phenotypes and the relation between them. When we come to consider learning and related characters, as evolved devices for coping with environmental change, other models of the genotype‐phenotype relation have to be considered. These generate expected mean squares in statistical models which can lead to conclusions different from those of Gill and colleagues. This paper examines some of these alternatives. Whilst we have a scientific responsibility to resolve the full range of possible models, before strong conclusions can be drawn formidable difficulties stand in the way. In the meantime, conclusions issuing from the application of one particular model must be treated with great ca

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1987.tb03055.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Summary.Despite considerable interest over recent years in the subject of gifted children, there has been little research into the cognitive processing of such children as compared with normal or above average children. This study examined the processing of 323 Grades 5 and 6 children from the Newcastle (NSW) area, using Luria's simultaneous/successive model of cognitive processing as a basis for the investigation. Among the subjects were 75 who were identified as being “gifted”. Results showed that in the areas of successive processing and low level planning the gifted subjects were not significantly better than their above average counterparts, but in the areas of high level planning and simultaneous processing significant differences were recorded. From these results a number of developmental ceilings were sugges

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1987.tb03056.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Summary.Ninth grade students made attributions for failing tests in liked versus disliked school subjects and indicated the attributions their teachers would make for their failure outcomes. Students employed, and expected that their teachers would employ, different patterns of causal attribution to explain their failure in liked versus disliked subjects, with the former yielding more test‐specific attributions. Differences were found between students' attributions and the attributions they expected their teachers to make for the same failure outcomes. The data provide evidence for the important role of ego‐involvement, as indexed by liking of school subjects, in the causal attribution proc

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1987.tb03057.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Summary.In this paper we present some preliminary research into a relatively unexplored area of social development, children's acquisition of beliefs about institutional roles. We argue that the school is an important source of experience in this area, providing most children with their first close‐up view of organisational roles. A total of 185 children, aged between 7 and 11 years, from Scotland and France, were questioned about aspects of the teacher's role including assessment of performances, distribution of assistance in the classroom, and enforcement of institutional regulations. The findings suggest that children have grasped, albeit often only intuitively, many of the characteristics of this organisational role at an earlier age than has been indicated by previous research. Before 12 years they have some appreciation of the formal constraints on teachers' freedom of action, of the hierarchical character of institutional authority, and of the separation of official duties from personal inclinations. There were, however, class and national differences in beliefs which suggest that these are “social representations” (cf. Moscovici, 1984) and not simply products of individual cognitive develo

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1987.tb03058.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Summary.It was first established that congenitally blind children could match raised‐outline pictures and their corresponding verbal labels in Braille. A subsequent recognition task showed that previously presented pictures from the matching task could be reasonably well recognised, although having been paired with the corresponding word improved performance. Even if an item had been previously shown only in word mode this had a significant benefit on picture mode identification relative to some item which had not occurred previously in either form. Similarly, having previously encountered an item as a picture helped subsequent word mode recognition. This was taken as evidence of picture processing by the blind and that transfer of information from words to pictures or pictures to words was possibl

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1987.tb03059.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Summary.A national sample of over 11,000 children, from the National Child Development Study, was the basis for a study of laterality prevalences, consistencies and changes from 7 to 11 years of age. Consistency and changes in handedness were related to levels of ability and attainment at age 11. Approximately 86 per cent of children were consistent in their hand preference from 7 to 11; and most children who changed were mixed‐handed at 7. There were clear differences between boys and girls in the incidence of non‐right‐handedness. At age 11 the group of consistent left‐handers had lower ability and attainment scores than average, although the very small group of left‐handers who changed from being right‐handed at 7 were well ab

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1987.tb03060.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Summary.The reading attainment of working‐class children, as indicated by reading test performance, is lower than that of other children but there is some evidence that it might be improved if their parents are involved more in the teaching of reading by hearing their children read at home. A study was carried out of a reading at home parental involvement project in a primary school serving a working‐class area. The project was satisfactorily implemented and 76 children completed three years in it. Their reading test scores were compared to those of similar children who had passed through the school before the project. No significant improvement was found in test performance. The findings are discussed in relation to those of the Haringey Project (Tizardet al., 1982). It is hypothesised that the effects of this form of parental involvement may depend on the nature of home visiting which supports it, on the previous extent of parental involvement, or on whether the families concerned are from ethnic minorities. It is argued that there should be continued development and evaluation of parental involvement in the teaching of read

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1987.tb03061.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Summary.The aim of this study was to analyse data from a longitudinal study of a sample of culturally disadvantaged children and a matched control group to see what features distinguished a group of poor readers at age 7.5 years who remained seriously backward in reading throughout their school careers (Long Term Backward Group) from a group of equally low scoring readers of the same age who subsequently made relatively good progress in reading (Slow Starter Group). A discriminant function analysis was carried out using a selection of performance and behavioural measures obtained between ages 6 and 7 years, together with a global measure of the cultural and material provision in the children's home backgrounds. A combination of five of the seven measures produced a discriminant function which successfully distinguished 21 out of the 24 cases (87 per cent) in terms of their group membership. Although both groups obtained very low reading scores at 7.5 years, case records showed a marked difference between them in their pattern of progress through their infant school reading schemes. The findings supported a multi‐factorial explanation of long term reading failure in which a paucity of literary experience in the home and a limited oral vocabulary resulting in a low interest in and concentration upon pre‐reading and reading tasks in school, with associated behavioural problems, are salient featu

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1987.tb03062.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Summary.This investigation was concerned to raise the level of self‐esteem in maladjusted children by the use of behaviour modification techniques. A small sample (N = 14) of maladjusted boys aged between 10 and 12 years was randomly assigned to either an experimental or control group and experienced individual extraction procedures and rewards. Only the experimental group experienced procedures, including modelling, instruction and contingent reward, designed to enhance behavioural self‐esteem as reflected in positive self‐referent verbal statements (PSRVS) and in overt behaviours related to self‐esteem (Behaviour Rating Form—BRF). Data collected during the treatment phase showed a substantial and highly significant increase in PSRVS in the experimental group.Post‐test analysis showed a significant difference in overt self‐esteem (BRF) between the two groups but failed to detect significant differences in other dependent variables, including self‐report of global and specific self‐esteem. The discussion examines the substantial gain made by both groups in global self‐esteem, together with the implications for work with maladjusted children of individual extraction time and consistent recording of p

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1987.tb03063.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Summary.The classroom behaviour of 128 British primary and middle school teachers was observed using a schedule (OPTIC) designed to record the frequency of use of approving and disapproving responses. Whilst the teachers observed tended to use more approval than disapproval, a high proportion of this was in response to children's academic behaviour. In contrast, whilst children were rarely commended for appropriate conduct, they were frequently reprimanded for inappropriate conduct. The implications of these and other findings for classroom management are discussed.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1987.tb03064.x

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY