摘要:

Summary.In a cumulative field study, classroom observation of over 4,000 4–5‐year‐old children over one‐year periods and of over 1,000 children over two‐year periods found 1,006 pupils who conserved identity but not equivalence up to eight months later. Six‐hundred and thirty‐nine pupils conserved both identity and equivalence. Follow‐up studies of 61 and 54 pupils showed no relationship between conservation abilities in kindergarten and mathematical skills and concepts in Grade 1. Performance in Grade 6, however, correlated significantly with conservation of equivalence by the end of kindergarten. Results are discussed in the context of methodol

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb00839.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.Children's knowledge of spelling was defined in terms which allowed similarity between errors and target words to be used to trace its development. In one study 48 children read material from their school reading scheme, arranged both in sentences and in word lists. The samples were collected in the early months of learning to read in school, before phonics instruction was introduced. In the second study samples were collected from time to time from 8 children during their first three years in school, during which time they received phonics instruction. In both studies error‐target similarity, measured in terms of number, order and position of identical letters, was found to increase with reading attainment. A strong first letter effect was noted. This development is interpreted in the light of reading strategies inferred from comparison between the reading of sentences and lists, and from observations of reading behaviour. It is concluded that, whilst reading aloud, considerable knowledge of spelling developed independently of the explicit use of phonics. The findings are discussed in relation to the literature on errors in initial reading and on visual and phonological paths to word recognition. It is suggested that the development of direct lexical access is a more systematic and complex matter than has perhaps been recognised, entailing considerable unconscious, automatic and interactive processing, and that first letter recognition is an important cue for initial readers, both for direct access and in the establishment of a phonological rout

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb00840.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.One feature of the Barking Reading Project has been the development of a range of assesment techniques for classroom use. The assessment of visual sequential memory is discussed in relation to an assessment procedure included in the final revision of the test battery. A series of reliability and validity measures are presented. One study in particular related to this test development is described. This was concerned with the effects of labelling strategies on visual sequential memory tasks. Two alternatives are compared with the Barking Reading Project test. Nineteen junior school children were given the three visual sequential memory assessments individually and were also given a group reading test. Results are discussed in terms of two approaches to the description of reading difficulties: a task analysis approach and a structuralist approach. The relationship of visual sequential memory to other reading subskills is considered in the light of current research. Implications for the channel/process theory of deficits are drawn.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb00841.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.An experiment was carried out to investigate 7–8 year‐olds' use of implicit inferences in understanding stories. Two groups of children, differentiated by their ability at text comprehension, read four short stories and were asked a series of questions after each one. The results showed that skilled readers were better than less skilled readers at answering questions from memory shortly after reading a story, both when the questions could be answered directly from the text, and when they required an inference. However, when the text was made available, the less skilled group remained poorer at answering questions that required an inference, although their performance on literal questions improved to the same level as that of the skilled group. Thus, the experiment supports the idea that a major distinguishing characteristic of skilled readers is that they are good at making inferences, which enable them to relate the ideas in a text one to another and to general knowledge. Additionally, the results provide no support for the claim that differences in ability to make inferences can be attributed to differences in memory for prose: the less skilled group were poorer at making inferences even when the text was available to t

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb00842.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.The purpose of the study was to demonstrate that impulsive behaviours and the resulting faulty social problem‐solving may be changed by altering clusters of beliefs orienting to these behaviours. The theoretical rationale was provided by the cognitive orientation theory. The hypotheses were that the belief clusters would change through experimental training and that the behaviours would change if the belief clusters change. The subjects were 74 children, about 10 years old of both genders, defined as impulsive by their class tutors. They were tested before and after experimental treatments on the Pre‐School Inter‐personal Problem‐Solving Test, Matching of Familiar Figures and beliefs concerning reflectiveness. In addition, pre‐ and post‐measures on Behavioural Measures of Adjustment and behavioural observations of impulsivity were obtained. The experimental treatment of eight meetings consisted of training the relevant beliefs, or behavioural plans, or both. Control subjects had either eight meetings devoted to games or no meetings. The findings showed that the beliefs were changed as expected, and that in nine of the ten behavioural measures there were changes, provided the beliefs changed. The discussion focused on the implications for the cognitive orientation theory, impulsiveness, and changing of other

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb00843.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.The present study utilises a phenomenological approach to investigating individuals' attribution of success or failure. On the basis of the assumption that individuals use various causes to explain their successes or failures and attach to them different meaning, the present study collected a list of causes used by males and females of low and middle‐upper socio‐economic class. Subjects from these four demographic groups were later asked to rate the identified causes on the dimensions of locus of casuality, stability and controllability. In addition, the subjects were asked to use the same causes while making attributions to their grade achieved at the end of a trimester. The comparisons among the four groups showed that the two SES groups were similar with regard to their rating of the causes on the three dimensions. The meaning of the results for further research of casual perception of success and failure is discus

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb00844.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.The investigation was carried out in a comprehensive school from November to June of a school year with a class of 26 third‐year pupils of average ability. Behaviour modification techniques were used in an attempt to raise the pupils' performance in creative writing, using the variables fluency, elaboration and flexibility. Following a baseline phase in which the pupils' scores on the variables were neither rising nor falling, a procedure was implemented which involved points, appropriate levels of teacher comment and the promise of a letter to parents. The results showed considerable increases in the pupils' essay scores on the three variables. Six secondary school teachers of English judged a sample of the essays and the results of these judgments strongly suggest that the increased scores obtained do reflect increases in the pupils'performance in creative writin

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb00845.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.The essential point of the present study is that human learning should be studied from a second‐order perspective. This means that the emphasis is on how people see and understand the world around them. Attention is given to the ways in which students tackle the studying of a text, using the distinction introduced by Marton and Säljö between a deep‐level and a surface‐level approach. Also investigated is the extent to which these study strategies can be related to the views of students on learning itself (learning conceptions) and the quality of the learning outcome. It turned out that a learning outcome of relatively high quality must be especially associated with deep‐level approach and a constructive learning c

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb00846.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.In order to examine the nature of feelings of work satisfaction and reports of job‐related stress, teachers were asked to rate themselves regarding various aspects of their work functioning. Data regarding these teachers were also collected from principals, other teachers, parents and pupils. Teachers' general satisfaction and stress at work were found to relate mostly to their reported feelings about what happened within the class rather than to administrative or policy questions. Satisfaction as a teacher was related to internal factors (satisfaction in life in general and feelings of self efficacy) while reported stress was related to external factors (principal and pupil ratings.) The “better” teachers, according to external ratings, were willing to report more stress in their work situ

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb00847.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY

摘要:

Summary.This paper describes some recent findings on style of lecturing derived from a study of 258 lecturers in two English universities. Factor analysis yielded six scales for identifying approaches to lecturing. Subsequent cluster analysis yielded five distinctive types of lecturers' styles. The styles were associated significantly with subject area, marginally with status but not with years of experience.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1984.tb00848.x

出版商:Blackwell Publishing Ltd    

年代:1984

数据来源: WILEY