摘要:

Summary.A moderately speeded, moderately difficult multiple‐choice mathematics test was set under three different instructions to three random samples of 15‐year‐old pupils of average and above average ability. The aim of the instructions was to dispose the pupil so as to inhibit his propensity to guess (A), to encourage it (C), and to be neutral in respect to guessing (B).Analysis of variance of both raw and corrected scores showed there to be no significant effect attributable to instructions either in the whole test or in the earlier or later part of the test. The instructions affected the pupils' item response pattern. There were fewer omits and unfinished' items than would be expected by chance arising from the inhibiting instructions (A), more from the instruction encouraging guessing (C) and the level expected by chance from the neutral instructions (B). The concurrent validity was not significantly affected by the instruc

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01833.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.This paper reports an investigation into the relationship between patterns of abilities and two environmental variables, socio‐economic status, and type of secondary education for 12 and 14‐year‐olds. It was hypothesized that education and social class will interact so that middle‐class children will show no change of pattern of abilities in academic high schools, but in technical high schools will gain most rapidly in spatial and other non‐verbal skills; lower class children will gain in verbal skills in the academic schools and in non‐verbal skills in the technical schools for none of the academic abilities of lower‐class children are fully developed in the out‐of‐school environment. These results are interpreted to mean that the environmental demands in a middle‐class home are such that a high level of development has been reached in all areas and that type of secondary education is, therefore, irrelevant, but the lower‐class home does not demand as full a level of development, particularly in verbal areas, and the type of secondary school can, therefore, markedly influence int

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01834.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.Experimental tests in spoken English, comprising a ten‐minute test for pupils inprose readingandconversationand a twenty‐minute test for students in these two items and inpoetry‐speakingandspeech making, took place in six training colleges and six secondary schools (173 pupils, 90 students and 15 raters taking part).In one type of test each candidate was assessed on a single occasion by several raters, in another on two occasions, once by one rater and once by another, with ‘equal and parallel’ tests. Performances were rated on various aspects, and on ageneral impression, of each item and on atotal impressionof the whole.The results suggest: (1) That the types of speech test investigated have a reasonably high reliability and a reasonably high validity: i.e., that they are as valid and reliable as essay‐type written examinations. (2) That these tests appear to be well‐founded (i.e., that they comprise elements on which satisfactory judgments can be made). (3) That fatigue does not affect the reliability of rate

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01835.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.A brief review of recent research in Africa in the field of cognitive measurement is followed by a discussion of the central issue of test score meaning in testing educational skills and aptitudes. Influences on test score meaning are hypothesised, among them sex differences and role relationships. A major influence is the quality of school attended. Two factor analyses are reported in an attempt to clarify the application of traditional constructs in the mapping and prediction of educational skills. They indicate that constructs like ‘ g,’ ‘ v. ed.’ and ‘ n ’ may have legitimate psychological meaning in non‐western cultures. To assess the comparative validity of the same test used on different cultural groups, item difficulties for Raven's Progressive Matrices between British and African groups were correlated. The resulting rank correlation (.695) was taken asprima facieevidence that the test scores were only partly comparable, but encouraged using the Raven as a ‘ g ’ reference axis in factor analysis.The results quoted were gained from a representative sample of over 1,600 African eight‐year educated children in Southern Rhodesia, and from a follow‐up group of 291 from the same sample in Form I (nine‐year educated). In addition, concurrent validities with primary school headmasters' estimates, using combinations of traditional and experimental tests, were in the region of .90 while multiple correlations of .70, uncorrected for range restriction, were gained with a Form I multiple criterion. These correlations were achieved by selecting varieties for regression analysis with reference to the factor analyses carried out, in an attempt to check the psychological meaningfulness

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01836.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.TWO experiments were carried out with a total of ninety children aged between 9 and 12 to investigate the effects of verbalising on problem solving. The problems were those of the Progressive Matrices intelligence tests. It was found that performance improved when subjects were asked to give reasons for their choices and these reasons were verbally reinforced. Reinforcement is thought to have had the effect of decreasing stereotyped responses. An analogy between intelligence tests of this type and Harlow's (1949, 1959) ‘learning sets,’ suggested by Cashdan, 1961, is rejec

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01837.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.A questionnaire was administered to some 1,500 ex‐pupils of grammar schools, who were students in teacher training courses. It included questions on the pleasantness of the school atmosphere, the happiness of life in school, and the preference for mixed or single‐sex schools. The sample is admittedly not representative of all types of ex‐pupils. The differences found between the co‐educated women and women from girls' schools were highly significant with regard to the pleasantness of the school atmosphere and the happiness of life in school, whereas the differences between the men's groups were not significant. Men and women educated in mixed schools were almost unanimous in their favour, whereas those from single‐sex schools were ver

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01838.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.Quantitative assessments of the school, employment and further education records of over 400 secondary modern school boys and girls were intercorrelated and subjected to factor analysis. Significant relationships were found between school performance, employment and further education variables and the faotor analysis emphasized the importance of ‘personality’ variables in connection with girls' employment. An attempt was made to assess the value of the various record card items for the prediction of vocational suitability by studying their correlation with the important variable,employment score. It was concluded that subject assessments were the most useful and in this connection the ‘academic’ subjects seemed preferable to the ‘practical’ ones. Assessments involving groups of subjects were, perhaps, better still and there was evidence to suggest that an overall assessment of performance in a school year (particularly the third or fourth year) might well be the best indic

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01839.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.Questionnaires completed by 367 young people between 14 and 20 in the industrial North, indicated the range and nature of the needs which they thought should be met by home, school, club and work, respectively, and the needs which they thought were, in fact, met. Two‐hundred‐and‐fifty subjects were members of mixed youth clubs (fifty were at work, 200 at school). Their responses on a sentence‐completion test were compared with the responses of fifty non‐club members who were at work and sixty‐seven who were at school.Boys and girls, club members and non‐members, young workers and those still at school, all demanded predominantly ‘ expressive ’ functions of their homes: feeling at ease, wanted, loved and secure. Approximately a quarter of their demand referred to ‘ instrumental’ functions: character training, instruction in domestic and other skills, preparation for getting ahead in the world. Their demands were broadly satisfied, although some 10 per cent, of club‐members' statements referred to frustrations and restrictions at home. Less than 2 per cent, of non‐club members' statements about home were negative; and it seems possible that club members may often come from comparatively restrictive homes.The club was expected to provide mainly ‘expressive’ satisfactions, and did so. Only 6 per cent, of members' statements referred to frustrations. Both work and school were expected to be almost equally ‘ expressive ’ and ‘ instrumental.’ The instrumentality of work was seen mainly in terms of character/independence training. Sohool massively failed to fulfill the expressive functions expected of it—particularly the grammar school. But club members were more frustrated by school than non‐club members; and again, it seemed that the club might be an important source of ‘ expressive ’ satisfactions denied elsewhere. The predominantly negative self‐concepts of some grammar‐school sixth‐formers, who were independently investigated, were in line with the need‐frustr

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01840.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.The performance of a complete age group of some 24,000 children on standardised tests at the age of 11 was examined to determine whether they discriminated in favour of Autumn, as compared with, Summer‐born children. No significant difference was found. A similar comparison was made at the Ordinary Level of the General Certificate of Education and again no difference in performance was evident. This obtained no matter what form of organisation prevailed in the school. A further comparison was made between children in urban and rural areas at 11 under test‐free conditions. This revealed that Summer‐born children in large urban schools were at a disadvantage in comparison with those in small rural sc

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01841.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY

摘要:

Summary.A cross‐sectional method was devised to investigate the differences in the judgments and reasoning of adolescent pupils when presented with connected passages calling for comprehension. Two passages were written to bring out certain features of the pupils' thinking such as tautological and irrelevant thinking, circumstantial judgments and finally, comprehensive judgments involving the imagination and evocation of possible explanations. Three large groups of pupils were tested, representing a wide range of intellectual capacity and achievement. The pupils' answers to the questions set on the passages were capable of analysis in terms of categories ranging from pre‐logical answers to fully comprehensive answers evoking imagined possibilities. Interesting formal changes were also demonstrated. In general, pupils up to the age of 13½ years judged circumstantially and only by 14+ years did they show a firm tendency to make comprehensive judgments involving the production of possible explanat

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1966.tb01842.x

出版商:Blackwell Publishing Ltd    

年代:1966

数据来源: WILEY