摘要:

Summary.—Changing ideas on intelligence testing and the heritability of intelligence are followed through a fifty‐year period. Common criticisms of intelligence tests are examined, but it is concluded that intellectual tests will continue to be of value in diagnosing the strengths and weaknesses, particularly of exceptional children.The arguments about the extent to which heredity and environment contribute to the development of intelligence are traced through a turbulent period. The evidence presented is consistent with an environmental contribution of over 20 per cent of the variance, although the precise value is not considered to be as important as recognising that both genes and environment have very substantial effects on the measured intelligence of children. The inaccuracies detected in some of the research reports on the heritability of intelligence are not considered to invalidate the argument as a wh

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1979.tb02392.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

Summary.Ten ‘informal’ and ten ‘comparison’ primary grade classrooms matched according to socio‐economic neighbourhood, grade, and instructional organisation were observed using the Pupil Activity Scan, an observation instrument specifically designed for the present study to record pupil behaviour. Analysis of the observational data indicated that children in informal classes engaged in child‐to‐child interaction, play activities, individual conferences with the teacher, and independent work to a greater extent than comparison pupils. In the comparison classrooms, word analysis activities, printing activities, independent silent reading, and teacher‐led group experiences were more prevalent. Substantial variation in curricula was also observed across all classrooms. Testing of the children at the end of the school year indicated no differences between the two groups in language development, problem‐solving, fine motor‐figural perception, role‐taking, or understanding of classification, but the performance of pupils in the informal classrooms appeared to be lower with respect to re

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1979.tb02393.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

Summary.In a cumulative study over five years, detailed evaluation of kindergarten programmes was made along the dimensions of teacher treatment of time, classroom spatial arrangement, equipment and materials, and communication between people. After preliminary studies, four types of programme varying in time scheduling and planning for and reinforcement of task orientation were defined. The effects of the programmes on four‐ and five‐year‐old pupils were observed.As predicted, the task orientation of the children in both age groups varied with the degree of attention to programme planning to enhance it. Detailed description of the task orientation enhancing programme is provided. Girls in all programmes increased their task orientation more than boys, and in regular programmes decreased their task orientation in response to teacher‐planned interruptions.In the enhancing programmes, children felt more responsibility for their own learning. It is concluded that the climate of the classroom for young children is set mainly through the treatment of time. The early part of the school is the period when task orientation can be increased and during the second half of the year it is consolidated or decreased. In programmes of the type most commonly used in North America and Great Britain, task orientation was found to decrease between January and May for almost half the c

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1979.tb02394.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

Summary.234 girls taking A‐level mathematics were compared with 265 girls taking A‐level French. They were more reserved (A), stable (C), tough‐minded (I), radical (Q1) and group‐dependent (Q2) on the 16PF, and less feminine on the CPI Fe Scale. Girls in both subjects tended to identify with their fathers rather than mothers. Father identification is related to tough‐mindedness and masculinity on tests, but with typically feminine leisure activities. So is choice of mathematics. Subject choice is related to both parent's attitudes, but subject attitudes are related only to the mothers' attitudes. Double Mathematics girls were both more conventional socially and more radical mentally than either of the oth

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1979.tb02395.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

Summary.A British observational study of science classroom interactions was replicated in Atlantic Canada with 33 teacher‐class units. Observational data from the Canadian classrooms were cluster‐analysed and two preferred teaching styles emerged from this analysis. It was concluded that patterns of teaching in the Canadian classrooms studied differed substantially from those patterns observed in classrooms in the United Kingdom. An overall comparison of the results of the two studies revealed a less practical approach to science teaching in the Canadian classrooms observed, with greater emphasis on the informational aspects of science and convergent, problem‐solving activ

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1979.tb02396.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

Summary.—An experiment was designed to find out whether there were any quantitative and qualitative differences in the spoken discourse of 16‐year‐old pupils of ‘high’ and ‘low’ ability in discussions of problems arising from textual material. Cognitive, linguistic and qualitative analyses of the discourse were carried out. Results from the cognitive‐based method of analysis suggested that pupils in the ‘high’ ability groups sustained discussion for longer, achieved a higher cognitive level of discourse and asked more interpretative questions. At a linguistic level, these pupils used more expressions of tentativeness and included more general referents in their discussions. A qualitative analysis of the discussions revealed that individuals who operated at the higher cognitive levels were able, within discussion groups, to achieve a more complex unde

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1979.tb02397.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

Summary.Two senior GCE examiners re‐marked photocopies of the same two hundred GCE examination scripts. One hundred of these scripts still had the marks and comments of the original examiners on them, whereas these were removed from the other one hundred. Comparisons were made between the marks awarded by the two examiners to these scripts and the original marks and it was found that removing previous marks and comments made a considerable difference to the extent to which these three sets of marks agree

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1979.tb02398.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

Summary.The Conceptual Style Test, a mathematics achievement test and an intelligence test were administered to grade 6 children, 206 boys and 212 girls, in five urban Jamaican elementary schools. Mathematics achievement had significant positive correlations to analytic conceptual style and intelligence; girls had higher mathematics achievement than boys. Analytic conceptual style had a significant positive correlation with intelligence, but had no relation to sex. When intelligence was partialled out, the relation between conceptual style preference and mathematics achievement became non‐significan

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1979.tb02399.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

Summary.Two experiments suggest that Jensen may be wrong in supposing that middle class children's superiority in the recall of categorised lists is evidence of a permanent middle class superiority in Level II ability. Categorised and uncategorised lists of single‐syllable words were given to 176 children aged 15, 11, 8 and 6 years. Four‐way analysis of variance of the number of words remembered indicated that Jensen's findings may indicate only a transitory developmental phenomenon arising from the greater emphasis on verbal interaction in middle class families and the faster rate of verbal development in girls than in b

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1979.tb02400.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY

摘要:

Summary.52 fifth‐ and sixth‐grade children read a 900‐word text which was followed by a multiple‐choice test consisting of fact and inference questions. One and a half hours later, they were given feedback either with or without the original text present. Four days later all children were retested. On both the immediate and delayed test sixth‐graders performed better than fifth‐graders, while, especially in grade 5, more fact than inference questions were answered correctly. These results were interpreted as corroborating recent findings on developmental improvement in constructive cognition. Feedback on inference questions seemed somewhat more effective with the original text than without. The children correctly identified almost 90 per cent of their first‐test responses at the time of the delayed test. The identification patterns were interpreted as providing evidence against the interference‐perseveration explanation of the delay

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1979.tb02401.x

出版商:Blackwell Publishing Ltd    

年代:1979

数据来源: WILEY