摘要:

Summary.—Piaget has contrasted the ‘morality of constraints’ of early childhood, with its complete reliance upon external authority, and a rigid system of rules, with the ‘morality of co‐operation’ of later phases of development, in which there is a flexible interpretation of rules in favour of the general interest. There has, however, been a marked lack of field studies tracing this development, particularly in the period of adolescence.Studies following Piaget (Harrower, MacRae, Lerner, Havighurst, and others) together with the Columbia Character Education Inquiry, have shown:(a)a tendency for personal values to increase in consistency with increasing age; (b) the content of judgments to become more complex and individualised with age; (c) social‐class differences in ‘moral realism’; (d) differences in ‘moral realism’ between some primitive societies and modern industrial societies; (e) the many‐sided nature of moral development; (f) few striking sex differences in judgments.A study of value‐judgments of pupils at a London co‐educational grammar school (with supplementary material from two Manchester schools) included responses to fourteen problem‐situations, presented in the course of individual interviews. Pupils were asked what should be done and then what would be done by someone of their age in each of these situations. Judgments showed: (1) changes in the direction of greater autonomy and equity with increasing age; (2) marked discrepancies between what should be done and what would be done. On both levels there was a blend of normative, self‐interested and other elements in the judgments at all ages. Steady development of normative judgment occurs only on the ‘prescriptive’ level. Discrepancies between normative elements on the two levels tend to increase; (3) there were fluctuations in development in the middle forms of the school (third and fourth); (4) sex differences in judgments were slight, with the exception of an earlier age for girls in ‘pubescent fluctuations,’ and rather wider discrepancies for girls; (5) rather greater conformity was found in the modern‐school. Some implications of this study are that: (a) we need further study of individual differences in moral development, in view of the marked degree of individuality of responses; (b) further investigation of the social factors affecting judgments; (c) we must distinguish between the different levels at which value‐judgments influence behaviour, with a view to

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1958.tb01421.x

出版商:Blackwell Publishing Ltd    

年代:1958

数据来源: WILEY

摘要:

Summary.—A questionnaire was given to 102 male training college students followed by an interview at which fifteen main questions were put. Evidence was obtained suggesting that:(a) The subjects (excluding crafts) which male students read at training college are those which they enjoyed most, or felt they did best in, during the latter years of the grammar school course.(b) There is a significant association between the clearly displayed interests of the parents and the subjects which the son prefers to study later on.(c) There is a significant association between studying science subjects at a training college and attitude to, or performance in, arithmetic in the junior school.(d) The influence of the immediate environment, and of the scientific atmosphere in which our interviewees had been reared, does not seem to be of much consequence in affecting their choice of subjects.A number of suggestions are briefly outlined arising out of our evidence and from a study of wid

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1958.tb01422.x

出版商:Blackwell Publishing Ltd    

年代:1958

数据来源: WILEY

摘要:

Summary.—An investigation was carried out among past students of University College, London, attempting to discover if there was any association between academic achievement and various social and psychological factors. The chosen criterion of success was graduation with or without delay. A questionnaire was sent to all the students of the College who, having entered for a degree course between 1948 and 1951, had eventually left without obtaining a degree. A similar questionnaire was sent to a control group of graduates. The analysis indicated a relationship between the criterion and each one of the following:Type of school attended.Possession of a grant or scholarship.Parents' education.General health (as reported by the student).Personal and social relationships.Eventual occupation.Motivation, as estimated by: Reasons given for choosing the college; Interest in subject of study; Age at choice of caree

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1958.tb01423.x

出版商:Blackwell Publishing Ltd    

年代:1958

数据来源: WILEY

摘要:

Summary.1Three groups of students applying for admission to a university education department for teacher training were interviewed. Interview ratings were made under a number of different headings by the interviewers.2These interview data, on analysis, indicated that three factors were operating: (a) a factor based on the observable features of the applicant; (b) a factor based on judgments of this intellectual maturity and his ability to express himself; (c) a factor based on a number of personality traits thought to be important in teaching.3Follow‐up data based on teaching marks indicated that the first two factors above were those which gave the best prediction of teaching ability.4The sizes of the follow‐up correlations suggested that the interview, provided that it was not expected to yield information beyond its powers, was as good a predictor of success at this level of education as most other measu

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1958.tb01424.x

出版商:Blackwell Publishing Ltd    

年代:1958

数据来源: WILEY

摘要:

Summary.1.—This experiment was undertaken to test the hypothesis that the attainments, attitudes, behaviour and personalities of a group of pupils involved in an organization based upon streaming are influenced by that organization.2.—The experiment involved two groups, each of ninety pupils, entering the same selective central school at the age of eleven years. The control group was organized into three forms whose membership did not change during the two‐year period following entry to the school. The experimental group was organized into three streams and pupils were transferred between streams after each half‐yearly examination.3.—Taken together the results of the ability tests showed no significant differences between the groups attributable to the organization based on streaming.4.—The attitude tests towards examinations, school lessons and school life in general yielded no significant differences between groups.5.—The samples of classroom behaviour revealed that in the group organized into streams fewer social contributions to lessons were made by pupils, that there was more aggressive behaviour and less attention to work.6.—The estimates of personality made by the teachers revealed no significant differences between the groups. The pupils' self‐estimates revealed an extensive, but probably temporary, deterioration in personality following re‐grouping.7.—Studies of several pupils indicated that the more lasting effects of transfer are a highly individual matter. No general long‐term effects attributable to st

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1958.tb01425.x

出版商:Blackwell Publishing Ltd    

年代:1958

数据来源: WILEY

摘要:

Summary.—The structure of mathematical ability in grammar and technical schools was investigated by factorial analysis. The following conclusions were drawn:1There is a close connection between mathematical and general ability; high intelligence is the most important single factor for success in mathematics.2In addition, there exists a clearly identifiable mathematical group factor. The different branches of mathematics are linked together more closely than they would be if a general factor only were in operation.3Verbal, spatial, and numerical group factors were isolated.4Performance in geometry is connected with spatial ability as measured by the spatial factor.5Performance in arithmetic (especially mechanical arithmetic), and to a lesser extent performance in algebra, is in part dependent upon numerical ability as measured by a number factor.6When the influence of general ability is eliminated, verbal ability has little connection with mathematical ability.7No marked differences in factor pattern were observed between different types of school ‘grammar and technical) or between different countries (England and Northern Ireland).8The attainment tests of mathematics, constructed specially for this research, proved to be highly reliable and valid measures of mathematical abil

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1958.tb01426.x

出版商:Blackwell Publishing Ltd    

年代:1958

数据来源: WILEY

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1958.tb01427.x

出版商:Blackwell Publishing Ltd    

年代:1958

数据来源: WILEY

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1958.tb01428.x

出版商:Blackwell Publishing Ltd    

年代:1958

数据来源: WILEY

摘要:

Book reviewed in this article:ArgyleM. (1957).The Scientific Study of Behaviour.Bloom, B. S. (edit.) (1957).Taxonomy of Educational Objectives.Bugelski, B. R. (1956).The Psychology of Learning.FlannCampbell(1956).Eleven‐plus and All That.Cleugh, M. F. (1957).The Slow Learner.Daniels, J. C., and Diack, H. (1956).Progress in Reading.Farnsworth, P. R., and McNemar, Q. (eds.) (1955).Annual Review of Psychology.Floud, J. E., Halsey, A. H., and Martin, F. M. (1957).Social Class and Educational Opportunity.Gardner(D. E. M.) (1957).The Education of Young Children.Hurlock, E. B. (1956).Child Development.Jersild, A. T. (1957).The Psychology of Adolescence.Ligon, E. M. (1956).Dimensions of Character.Lippman, H. S. (1956).Treatment of the Child in Emotional Conflict.Miner, J. B. (1957).Intelligence in the United States.ScottishCouncil forResearch inEducation(1956).Hearing Defects of School Children.Stott, D.H. (1956).Unsettled Children and their Familie

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1958.tb01429.x

出版商:Blackwell Publishing Ltd    

年代:1958

数据来源: WILEY