bluuebunny/crossref_metadata_2025 huggingface dataset:
AN OBLIQUE FACTORIZATION OF WALLACH AND KOGAN'S ‘CREATIVITY’ CORRELATIONS
Authors: WARD JAMES
Published: May 2011

Summary. Tables of intercorrelations of creativity and ‘g’ tests given by Wallach and Kogan, were factorized by means of the Promax oblique method. Four factors were produced. Factor I was identified with school attainment, having high loading on all but one of the ‘g’ tests. Factor II was clearly a creativity factor, but showed a low correlation with Factor I. Factor III was associated with the number of responses given. Factor IV emerged in the oblique analysis as a general factor negatively correlated with Factors I and II and probably representing testing atmosphere.
SYMPOSIUM: RECENT RESEARCH ON MALADJUSTMENT
Authors: DAVIE RONALD
Published: May 2011

Summary. A symposium on “Recent Research on Maladjustment” was convened by Maurice Chazan and chaired by Professor Jack Tizard at the Annual Conference of the Education Section of the British Psychological Society in September, 1967. Summaries of the four papers in the symposium are presented here, together with a post‐script which Professor Tizard has added.
RATER‐RATEE PERSONALITY IN THE ASSESSMENT OF TEACHING ABILITY
Authors: START K. B.
Published: May 2011

Summary. The members of staff of an English secondary modern school completed a battery of tests, one of which was the 16 Personality Factor Test of Cattell. The head teacher completed the test battery as well as rating each assistant teacher on nine aspects of teaching competence. These ratings were highly inter‐correlated and on factor analysis, two disproportionate principal components emerged. Scores for the similarity of the personality profiles of head teacher and teacher were calculated. These were then compared with the head teacher's rating of the teachers' teaching ability, of their relations with the head teacher and of their relations with staff colleagues. It appeared that teachers with profiles very similar to, or very different from that of the head teacher, usually had higher ratings for teaching ability and for social competence The teachers with the lowest ratings for teaching had a tougher, self‐confident unconventionality which would tend to make them independent of the head teacher.
TEST CONSTRUCTION—A TECHNIQUE FOR PRODUCING AND VERIFYING A NORMAL DISTRIBUTION OF ITEMS
Authors: FRANCE NORMAN
Published: May 2011

Summary. Suggestions are offered for facilitating the standardization and interpretation of test scores. By using a table for transformating percentiles into equivalent normalized standard scores it is possible to apply a simple approximate test for a normal distribution. If the graph showing the relation of the raw scores to the normalized standard score is a straight line, then the raw scores are themselves normally distributed. The same table enables the order of difficulty of test items to be more precisely described so that a selection of items can be made which will produce a normal distribution of scores in the final form of the test.
A FACTORIAL STUDY OF COMMUNICATION AND ABILITY IN DEAF SCHOOL LEAVERS
Authors: MONTGOMERY G. W. G.
Published: May 2011

Summary. Seventy profoundly deaf school‐leavers were rated by their teachers for speech, lip‐reading, written work and manual communication, and all but four of them were given a comprehensive battery of nineteen standardised tests of cognitive abilities. Pure tone audiometric responses were also recorded. Intercorrelations of all variables were calculated and the correlation matrix was subjected to a principal components analysis. The resultant general and bipolar factors seemed an inappropriate description of the cognitive abilities tested and graphical rotation was undertaken to obtain more meaningful configurations. Orthogonal factors of non‐verbal reasoning, written vocabulary, numerical ability, manual communication and residual hearing were identified. The association of speech development with residual hearing and the absence of significant negative correlations between all variables was noted. Some educational implications of these results are suggested, namely: (1) the techniques for the development of speech in deaf children are notably unsuccessful with the majority of those who have no usable residual hearing; (2) the alleged incompatibility of oral and manual skills is not observable statistically as a negative correlation and (3) the alleged negative correlation between performance test results and verbal attainment does not obtain but the low positive relationship found implies that current educational methods do not effectively gear the intelligence of deaf children to scholastic achievement.
THE EFFECT OF URBANIZATION UPON SCIENTIFIC CONCEPT ATTAINMENT AMONG HAUSA CHILDREN OF NORTHERN NIGERIA
Authors: POOLE H. E.
Published: May 2011

Summary. An attempt is made in this paper to measure the influence of varying types of settlement upon the attainment of scientific concepts among African school children. An adaptation of King's (1963) Piaget‐type schedules was administered to 150 school children of the Hausa tribe of Northern Nigeria in eight groups drawn from very isolated rural localities, from city centres, and from areas of intermediate status. The results strongly confirmed the expected superiority of the urban children. Finally, an English version of the test was used upon a group of English school children to provide a cross‐cultural comparison. The significance of the results for science education is briefly discussed.
THE EFFECT OF WESTERN EDUCATION ON SCIENCE CONCEPTUALISATION IN NEW GUINEA
Authors: PRINCE J. R.
Published: May 2011

Summary. A pilot survey of the development of basic physical science concepts was undertaken in three areas of the Territory of Papua and New Guinea. In the course of the survey certain special groups were tested and these results, together with those of the main survey, have been examined for the light they throw on the effect of environmental and inheritance factors on conceptual development.

The three diverse areas of the Territory yield similar results when test performance is analysed by school grade but there are differences between the areas when the results are analysed by calendar age. It appears that school grade is more significant than calendar age in determining conceptual development in the Territory, and this suggests that educational environment may be a major factor in conceptual development in the Territory. This conclusion is supported by the performance of a teachers' college group which had had special instruction regarding substance and weight and a primary school which had undertaken a comprehensive programme of experience in measurement.

The performance of a group of students at a non‐English medium teachers' college reveals significantly poorer development in all test items requiring the concept of conservation. Statistical analysis of these test results against years of total schooling and years of English education reveals that English education is more significant in relation to physical concepts than total years of schooling.

The four lines of evidence considered in the paper all point to the importance of environmental factors, particularly those connected with certain aspects of education, in developing concepts which involve the conservation of physical quantities.
PERCEPTUAL, REPRESENTATIONAL AND CONCEPTUAL CHARACTERISTICS OF PRIMARY SCHOOL CHILDREN
Authors: SATTERLY DAVID
Published: May 2011

Summary. The performances of 200 children aged 7–11 years were investigated in tests of arithmetic, vocabulary and reading, visual and haptic perceptual tasks and drawing and spatial tests. Small groups of children expressing a preference for ‘analytic’ and ‘synthetic’ attitudes were identified and their performances compared in perceptual, representational and conceptual variables to investigate the hypothesis of consistency across the operations. Differences between the scores of boys and girls, and older and younger pupils in the entire sample were also studied, and relationships between the variables investigated through correlational and factorial studies.
FLUCTUATIONS IN CHILDREN'S COGNITIVE TEST SCORES OVER A TWO‐YEAR PERIOD
Authors: FREYBERG P. S.
Published: May 2011

Summary. Forty‐nine New Zealand primary school children were given a group of six tests at three‐monthly intervals over a two‐year period. Results showed fluctuations in the rate of change of mean score over the nine testing sessions. The mean scores from testing immediately after the Summer vacation showed plateaux in the growth curves, indicating a check in development or performance, both for measures of attainment and intelligence.
CHARACTERISTICS OF REFERRALS BY SCHOOL PSYCHOLOGISTS AND GENERAL PRACTITIONERS TO A CHILD PSYCHIATRY CLINIC
Authors: PETRICCIANI JOHN C. , WOLFF SULA
Published: May 2011

Summary. A preliminary comparison was made of several major characteristics of 140 children referred to a child psychiatry clinic by general practitioners and school psychologists in Edinburgh. Over a twenty‐eight‐month period three times as many children were referred by general practitioners as by school psychologists. General practitioner referrals had normally distributed intelligence test scores while those of school psychologist referrals were skewed towards the below average category. Children from the most affluent area of Edinburgh were over represented among general practitioner referrals, while children from the area with the most pronounced social problems came primarily from school psychologists. The attrition rate for the 140 children was about 25 per cent.; the initial contact with social workers may have been important for this group.
PREDICTING STUDENT PERFORMANCE IN COLLEGES OF EDUCATION
Authors: CORTIS G. A.
Published: May 2011

Summary. Two‐hundred‐and‐fifty‐nine students in three constituent colleges of education of the University of Manchester School of Education were tested with cognitive, creativity and personality measures. They also supplied some biographical details. The predictive power of these measures was analysed in terms of final examination grades in educational theory, practical teaching, academic subjects and basic English. The analysis revealed an apparent dichotomy between the professional and academic criteria of success. Correlates of classroom success included previous teaching experience, lower verbal fluency and naturalistic and tender‐minded attitudes to education. Correlates of academic success included high verbal ability, sound entrance qualifications and idealistic and tough‐minded attitudes to education. The results obtained are compared with a similar investigation of students from the University's Department of Education.
CREATIVITY AND VERBAL ABILITY: A DIRECT EXAMINATION OF THEIR RELATIONSHIP
Authors: GINSBURG GERALD P. , WHITTEMORE ROBERT G.
Published: May 2011

Summary. The threshold concept of the relation between creativity and intelligence implies that measures of creativity begin to differ markedly from measures of IQ only above a certain level of intelligence. This hypothesis was tested by comparing the variance of scores on RAT at different levels of performance on ACT by 292 Nevada students. The hypothesis was not confirmed. A similar finding was got from analysis of the scores of 107 Australian boys.
INTELLIGENCE, COMMON ENTRANCE AND THE GENERAL CERTIFICATE OF EDUCATION
Authors: HOCKEY S. W.
Published: May 2011

Summary. This report describes an analysis of the school careers of 506 boys between the ages of 13 and 18, those careers being summarised by the marks obtained in the 13+ Common Entrance examination, a Moray House verbal reasoning test, the Ordinary level of the General Certificate of Education, and the Advanced level of the General Certificate of Education. The individual papers of the Common Entrance examination are found, on the whole, to be the best predictors of the corresponding O level subjects, and the IQ appears as the best single predictor of the overall O level performance. The IQ is also by far the best predictor of the overall A level performance. Analysis of the way in which the different school subjects group themselves together at 13 and 16 suggests that there are two significant factors of 13‐year‐old mental ability, and the factor involving the analytical subjects divides into two by the age of 16.
THE STANFORD‐BINET, FORM L‐M, THIRD REVISION: A LOCAL ENGLISH STUDY OF NORMS, CONCURRENT VALIDITY AND SOCIAL DIFFERENCES
Authors: PHILLIPS C. J. , BANNON W. J.
Published: May 2011

Summary. A sample of children at age 11 years in the City of Birmingham was tested on the Stanford‐Binet Scale, Form L‐M; at the same time a number of other standard tests of ability and educational attainment were given. Results of junior school leaving examinations were made available by the education authority. The sample is compared with the local population for a number of social and educational characteristics. The results indicate that the published norms for the S‐B are inappropriate for English children; that the S‐B Scale is highly correlated with academic achievement; and that it is greatly influenced by those verbal abilities which distinguish social classes.
TEACHING APPROACH AND THE DEVELOPMENT OF DIVERGENT THINKING ABILITIES IN PRIMARY SCHOOLS
Authors: HADDON F. A. , LYTTON HUGH
Published: May 2011

Summary. This research was designed to evaluate the effects of differing teaching approaches on divergent thinking abilities, the hypothesis being that informal, progressive teaching would promote these abilities more than formal, more subject‐centred teaching. Two‐hundred‐and‐eleven children, 11 to 12 years old, of all ability levels, were tested, half coming from ‘Formal’ and half from ‘Informal’ primary schools which were matched for verbal reasoning quotient (VRQ) and socioeconomic background. The results showed that pupils from the Informal schools were significantly superior in divergent thinking abilities. The difference in means often reached the .01 level of significance and was in no case in the unpredicted direction. The hypothesis was thus confirmed.

A subsidiary hypothesis—that the correlation between VRQ and divergent thinking abilities would decrease as the VRQ of each sub‐group rose—was also supported. As expected, these correlation values were generally higher in the Informal schools.
OPERATIONAL CONSERVATION OF ILLUSION‐DISTORTED LENGTH
Authors: MURRAY FRANK B.
Published: May 2011

Summary. Two sticks of equal length were made to look unequal by the Muller‐Lyer illusion. A child conserved length if he saw the illusion and despite it, maintained that the lengths of the sticks were the same. Subjects were directed to use one of the sticks that looked unequal in the Muller‐Lyer illusion and then if they wanted to, the other stick, to fish a coin from a cage. A child failed to conserve the length of the sticks if he refused or used the second stick and said he did because it was longer or shorter than the first stick. A significant number of children (p<.001) who conserved length on the first task did not conserve it on the second.
VALIDATION OF A SHORT FORM WISC WITH CLINIC CHILDREN
Authors: McKERRACHER D. W. , WATSON R. A.
Published: May 2011

Summary. One‐hundred‐and‐twenty‐seven children tested at a child guidance clinic were given a full scale WISC in the course of their examination. Prorated IQs were calculated from four of the ten sub‐tests (Arithmetic, Vocabulary, Picture Arrangement and Block Design). These prorated IQs correlated + 0·96 with full scale IQ and gave accurate indications of level of performance on the full scale. This shortened version is least suited for young children and children in the IQ range 70–89.
THE FEMININE IMAGE FACTOR IN GIRLS' ATTITUDES TO SCHOOL SUBJECTS
Authors: SLEE F. W.
Published: May 2011

Summary. Differences in the structure of attitudes to school subjects between secondary modern school boys and girls were revealed by a factorial analysis of subject preferences. While it was possible to describe the boys' attitudes in terms of subject content, the structure of the girls' attitudes was more complex. Of importance was a factor associated with the girls' perception of their future role. This was identified as being similar to the ‘feminine image’ factor previously described by Hallworth and Waite.
THE FORMATION AND EXTENSION OF CLASS CONCEPTS IN PRIMARY SCHOOL CHILDREN
Authors: STONES E. , HESLOP J. R.
Published: May 2011

Summary. The aims of the investigation were (1) to establish the extent to which Vigotsky's model of concept formation applied to English primary school children; (2) to examine the relationships between age, verbal ability, non‐verbal ability and levels of thinking; and (3) to examine the relationship between level of thinking and performance in tests of transfer. 60 primary school children aged 6 years to 11 years were given the Vigotsky sorting task and specially constructed tests of extension (or transfer). It was found that the Vigotsky model was appropriate although the subjects showed little evidence of thinking at the lowest level. Verbal ability was associated more closely with conceptual thinking than the other measures. Performance on tests of transfer was highly correlated with level of thinking in the concept forming situation.
OPINIONS ABOUT CAREERS AMONG SCOTTISH SECONDARY SCHOOL CHILDREN OF HIGH ABILITY
Authors: BUTCHER H. J. , PONT H. B.
Published: May 2011

Summary. As part of a research into subject choice in Scottish senior secondary schools, 1,100 pupils were required to rate 15 careers on 6 criteria and to write essays about their future careers. Boys and girls agreed quite closely on, for example, the usefulness and prestige of the careers, but differed markedly about liking and interest. Boys put ‘engineer’ highest on ‘liking,’ but much lower on ‘salary’ and prestige; girls put ‘teacher’ (of non‐science subjects) highest on ‘liking,’ but much lower on salary and prestige. Similar results emerged from analysis of the essays.
THE IMAGE OF THE TEACHER
Authors: CLARKE JULIA H. , Pheasant J. H.
Published: May 2011

Summary. It has been suggested that if salaries paid to teachers were competitive with those offered by industry, the present shortage of certain categories of teachers, such as teachers of science and of handicraft and infant teachers, would not exist. There is evidence from young people considering the choice of a career that the financial status of a teacher is only one factor deterring them from training to teach. Other factors which seem to deter both boys and girls, such as their fear of undisciplined classes and monotonous work are discussed. Ways in which adolescents and their parents may become better informed regarding the life of a teacher and teacher education are suggested.
PUBERTY, FAMILY SIZE AND THE EDUCATIONAL PROGRESS OF GIRLS
Authors: POPPLETON PAMELA K.
Published: May 2011

Summary. The aim of this study was to examine the influence of two variables: rate of physical maturation and family size on the intelligence and attainments of girls between the ages of 11 1/2 and 15 1/2 attending schools in the West Riding of Yorkshire. Differences in performance on Test AH4 and attainment in English and Mathematics were shown to exist between groups classified according to age at puberty but most differences were not statistically significant and could be accounted for by the fact that early maturing girls came from smaller families than late maturing girls. Correlations were calculated between the educational measures and four social and developmental variables and the results submitted to factor analysis. Two factors were identified: a social‐educational factor and a developmental factor. Family size contributed to both factors but contributed more to the educational variance than did age at puberty. It is suggested that rate of physical maturation and family size are related and act jointly to produce the effects formerly attributed to age at puberty alone.
ANXIETY AND EDUCATIONAL ACHIEVEMENT
Authors: FROST BARRY P.
Published: May 2011

Summary. This paper reports a study of the relations between anxiety and educational achievement in 310 11‐year‐old junior school pupils (170 boys, 140 girls). The instruments used were the Frost Self Description Questionnaire (which includes seven anxiety scales and a Denial scale), the Junior Eysenck Personality Inventory, Progressive Matrices, Crichton Vocabulary and three NFER tests of reading and arithmetic. Product‐moment, additive multiple regression and Principal Components (with Varimax rotation) analyses are reported. The results demonstrate (a) a complex inter‐relationship of types of anxiety, types of achievement and sex of subject; (b) that no separate ‘general’ and ‘school’ anxiety factors emerge; (c) the necessity of using a ‘denial’ scale, and (d) absence of correlation between Eysenck's Neuroticism Scale and school achievement. A theoretical discussion of ‘General Emotionality’ and anxiety led to the conclusion that anxiety questionnaires are likely to measure (1) the likelihood of being threatened by the external world, and (2) a specific way of reacting to such threat.
TEACHERS' MARKS AND PUPILS' EXPECTATIONS: THE SHORT‐TERM EFFECTS OF DISCREPANCIES UPON CLASSROOM PERFORMANCE IN SECONDARY SCHOOLS
Authors: PICKUP ANTHONY J. , ANTHONY W. S.
Published: May 2011

Summary. The research investigated (a) pupils' expected marks for a piece of work and their relationship to the actual mark for that work and (b) the effects of discrepancies between expected marks and teacher's marks. In classroom tests of normal classwork, it was found that actual marks tended to be less than expected marks, especially when actual mark was low. Discrepancies between pupils' expectations and teacher's mark were found to have no single motivational effect. However, there was a relationship between effectiveness of discrepancies and actual mark; the treatment of giving less marks than a pupil expected showed a slight tendency to be more effective than the opposite treatment when actual (objective) mark was high, but less effective when it was low. Thus it appears that the most usual treatment differed from the most effective treatment.
A PROBLEM CHECK‐LIST FOR TEACHERS
Authors: LEMESHOW SEYMOUR
Published: May 2011

Summary. The Teacher Operational Problems‐Identification is a self‐administering check‐list of 445 problems faced by teachers in eight main areas of their work: persons in authority, peers and staff, the community, students and discipline, working conditions, methods and curriculum, personal and social, and professional role. The instrument is intended to help teachers identify and confront their problems as a first step towards solving them, and can be used in the counselling of teachers, in‐service education and research. The list of problems was validated by 500 secondary classroom teachers, each item requiring a minimum of five responses for inclusion. The coefficient of reliability based on a retest of 25 teachers was ·96. Suggestions are made for further research and the development of norms.
A NOTE ON THE STABILITY OF INDUCED CONSERVATION
Authors: MACKAY C. K. , KILKENNY T. M.
Published: May 2011

Summary. Inhelder, et al. (1966), imply that the progress made by young children when taught to conserve amount by the Frank‐Bruner screening method is unstable. They suggest that a post‐test after a two‐week delay will show the specificity of the training procedure. In this study dealing with children from 4 1/2–7 years of age, Frank's original screening experiment was replicated and two further post‐tests were given two weeks later. The results of the screening experiment are similar to those of Frank. There is, however, no decrement in performance across the three post‐tests.
THE WPPSI: AN EMPIRICAL EVALUATION WITH A BRITISH SAMPLE
Authors: YULE W. , BERGER M. , BUTLER S. , NEWHAM V. , TIZARD J.
Published: May 2011

Summary. The Wechsler Pre‐School and Primary Scale of Intelligence is examined. In an empirical study, 150 children, average age 5 years 5 months, in their second term of schooling on the Isle of Wight, were tested. The results are presented and suggestions are made as to how these data could be interpreted when this test is used with British children.
SELF IMAGES AND SMOKING BEHAVIOUR AMONG SCHOOL BOYS
Authors: McKENNELL A. C. , BYNNER J. M.
Published: May 2011

Summary. Four semantic differential questionnaires were employed to investigate the ways in which boys aged 11–15 perceive smoking. Each questionnaire consisted of 19 bi‐polar scales against which the boys had to rate the following four concepts: ‘the boy smoker’; ‘the boy non‐smoker’; ‘the self’; and ‘the ideal self.’ 5,601 boys completed the four questionnaires.

Factor analysis of the intercorrelations between the scales showed that the boys were rating the concepts largely in terms of three basic dimensions: ‘Educational Success,’ ‘Toughness' and ‘Precocity.’ Toughness which boys associate with smoking appears to provide an incentive both for non‐smokers to take up smoking and for smokers to continue to smoke. Smokers also associate smoking with Precocity, an attribute which they think non‐smokers lack. Although the smokers' Precocity does not have much attraction for non‐smokers the value smokers place on it provides an incentive for them to go on smoking. The one attribute non‐smokers have which is attractive to smokers, even though they feel they lack it, is Educational Success. This last finding casts doubt on the theory that smokers have identified themselves with an out‐of‐school youth culture, which is completely antagonistic to the adult values represented by the school.
READING ERRORS AND SELF‐CORRECTION BEHAVIOUR
Authors: CLAY MARIE M.
Published: May 2011

Summary. If cues in redundant sources are cross‐related it is often possible to detect that an error has been made. Evidence of self‐correction behaviour in 5‐year‐old beginning readers is presented and the interpretation is made that an efficient information‐processing strategy is developed by children who make good progress in learning to read. That such a strategy could be developed by young children at a stage of intuitive rather than logical thinking is best explained in terms of Neisser's concept of multiple thought processes which he considers appropriate for dealing with novel, irregular stimuli.
THE DEVELOPMENT OF SCALES TO MEASURE JUNIOR SCHOOL CHILDREN'S ATTITUDES
Authors: LUNN JOAN C. BARKER
Published: May 2011

Summary. This paper describes ten attitude scales for use with pupils aged 9 to 11 years. These are: attitude to school; interest in school work; importance of doing well; attitude to class; ‘other’ image of class; conforming versus non‐conforming pupil; relationship with teacher; anxiety about school work; social adjustment; self‐image.

The scales were derived empirically and each is made up of a number of statements made by children during group discussions and selected after factor analyses and scalogram analyses. For each scale the aim has been to achieve homogeneity of content and where possible a cumulative structure. The internal consistency of each scale is expressed in terms of Cronbach's alpha coefficient. The intercorrelations of the scales with each other and also with external data are given. Information for the latter came from several sources. These were (a) personality and ability ratings of the pupil by the teacher; (b) parents' ability ratings and educational aspirations for the child; (c) sociometric data; (d) achievement test scores; and (e) interest scores.
AN INVESTIGATION OF THE ATTITUDES OF ADOLESCENTS TO ASPECTS OF THEIR SCHOOLING
Authors: KNIVETON BROMLEY H.
Published: May 2011

Summary. The attitudes of 192 boys and 192 girls aged 14–15 were examined concerning (1) their liking for school, (2) interest in subjects, (3) life goals and (4) personality development. Boys had a more favourable attitude than girls on points covered by (2) and (4); grammar school pupils had a more favourable attitude than the others on (2), (3) and (4). The results suggest that children's attitudes towards their schooling are by no means unitary.
A LONGITUDINAL STUDY OF THE RELATIONSHIP BETWEEN ANXIETY AND STREAMING IN A PROGRESSIVE AND A TRADITIONAL JUNIOR SCHOOL
Authors: LEVY PHILIP , GOOCH STAN , KELLMER‐PRINGLE M. L.
Published: May 2011

Summary. Sarason's General and Test Anxiety Scales were administered to children of two English junior schools on three equally spaced occasions over a twelve‐month period. The 11+ examination was taken between the second and third testing occasions. The children of one school experienced streaming by ability throughout; those of the other school remained unstreamed until after the first testing. Although in some cases GA and TA scores yielded parallel findings, the two scales show some differential sensitivity. Differences in school regime and interactions with this factor were found to affect General Anxiety scores; whereas Test Anxiety scores showed different relationships with ability (streams) on different testing occasions. The approach of the 11+ examination maintained the level of anxiety against the usual downward trend found for repeated measurements of anxiety in the school which had not previously experienced a strongly competitive classroom atmosphere. The complexity yet meaningfulness of the interactions found suggests that there are dangers in assembling overall results concerning anxiety scales from different schools and different sexes, as has been done in several previous studies.
THE DEVELOPMENT OF A CONCEPT OF WEIGHT CONSERVATION IN E.S.N. CHILDREN
Authors: LISTER CAROLINE M.
Published: May 2011

Summary. 44 children from an ESN school were pre‐tested on Piaget‐type tasks involving conservation of weight. From these, two matched groups, each of six children (age 13 to 15, mental age 7 to 11) who consistently gave non‐conservation responses, were selected. One group was given an individual teaching session of 15 to 30 minutes involving various tasks, manipulations and explanations. Post‐tested after two and four weeks, all six showed consistent conservation of weight, whereas none of the controls did so. The six controls were then given comparable teaching, with similar positive results. Eight months later, 11 of the 12 children were re‐tested and showed consistent conservation of weight. Results suggested that what they had learned about weight was readily generalised to volume.
THE PERCEPTION OF INTERPERSONAL RELATIONSHIPS DURING ADOLESCENCE
Authors: COLEMAN J. C.
Published: May 2011

Summary. The study is concerned with the development of the perception of interpersonal relationships in grammar school boys. The responses of three different age groups to a relatively new projective test specifically oriented towards interpersonal relationships are compared, and the results indicate that during adolescence major changes occur in the perception of solitude, two‐person, three‐person and group situations. Although many of the changes are consistent with present theory, it is noted that a considerable proportion of the evidence relates either to controversial issues in adolescent development or to areas which have received little attention in the past.
THE RELATIONSHIP OF CREATIVITY AND INTELLIGENCE IN IRISH ADOLESCENTS
Authors: DACEY J. , MADAUS G. , ALLEN A.
Published: May 2011

Summary. Kogan and Wallach have argued that the separate subtests of the Minnesota Tests of Creative Thinking probably share no more variance in common with each other than that which they also share with general intelligence. Madaus found only partial support for this hypothesis with an American high school sample. This study tests the hypothesis using a sample of Irish public grammar school pupils; the results of this study are virtually the same as those found by Madaus. Two possible explanations for this similarity of findings across cultures are offered.
THE PERCEPTION OF LINGUISTIC STRUCTURE IN LEARNING TO READ
Authors: DOWNING J.
Published: May 2011

Summary. The first ad hoc investigations of i.t.a. have established its practical effects in the early stages of learning to read. However, further work is needed to determine exactly how psychologically i.t.a. produces the observed improvements in reading and spelling. The theory is proposed that i.t.a.'s clarification of linguistic structure facilitates perception of phonemes, spoken‐words, graphemes and written words as individual units, and that this is an important factor in the superior achievements of i.t.a. taught pupils. It is argued that, contrary to Vernon's view, this perceptual facilitation should also lead to improvements in ‘the process of synthesis' which she has described.
THE CONSTRUCTION OF AN ORAL COMPOSITION QUALITY SCALE
Authors: SKULL J. , WILKINSON A.
Published: May 2011

Summary. The aim of the study was to produce an oral composition quality scale for the 15–16+ age level, and to evaluate it by impression, by a semantic differential technique, and by linguistic analysis. 130 students representing all grades of oral ability were recorded on the same personal topic, and 10 talks in random order were finally selected as the final sample. Assessment by experienced teachers and students showed the former to be more reliable, and impression to be more reliable than semantic differential, while certain linguistic measures correlated highly with the grand ranked order.
THE VALIDITY OF THE BRISTOL SOCIAL ADJUSTMENT GUIDES IN DELINQUENCY PREDICTION
Authors: MARSH R. W.
Published: May 2011

Summary. Two different approaches are used to analyse the data, given in the manual, on the usefulness of the Bristol Social Adjustment Guides as predictors of delinquency. The two methods each show that the predictive efficiency in terms of the ratio of valid positives to false positives is no greater than a quarter of that claimed in the manual and may be even less. It is suggested, therefore, that the use of the guides for this purpose be discontinued.
LONGITUDINAL USE OF A STUDENT‐CONSTRUCTED TEACHER EVALUATION FORM
Authors: ELLIOTT C. K.
Published: May 2011

Summary. A simple teacher evaluation form was developed from variables used by students when considering teachers. Results indicated consensus amongst a large group of students about teacher strengths and weaknesses. Similar profiles emerged over each of three years, but median ratings indicated an overall improvement in performance. Profiles were shown to discriminate between different lecturers.
AN INVESTIGATION INTO MARKING ART EXAMINATIONS
Authors: DUTHIE R. K.
Published: May 2011

Summary. Fifty still‐life paintings of the kind required for the compulsory section of the art examination for the Scottish Certificate of Education (the secondary school leaving examination) were marked by 10 art teachers (expert markers) and by 10 adults not qualified in art. Correlation between the number of times a painting was rated as ‘pass' by experts and by non‐experts was high. However, only three paintings were rated as ‘pass' and 10 as ‘fail’ by all 10 experts. The distinguishing feature between the passes and the fails was the degree of technical skill displayed. In particular, two experimental papers displaying widely differing and individual methods of expression showed a very high standard deviation of categories of assessment. The conclusion is that variability of criteria for factors other than technical skill is the reason why technical skill appears to receive undue emphasis.
A STUDY OF DIFFICULTIES IN READING AND UNDERSTANDING THE JUNIOR EYSENCK PERSONALITY INVENTORY
Authors: COOKSON D.
Published: May 2011

Summary. An investigation of a group of fourth‐year junior children confirmed that some of them have difficulty in reading and understanding a number of items of the Junior Eysenck Personality Inventory. The findings were that a Reading Age in the region of 8 to 8 1/2 years is probably necessary for reading the inventory, that duller children tend to understand fewer items than brighter children, and that some items are more frequently misunderstood than others. A second investigation failed to support the hypothesis that difficulties in reading and comprehension are associated with differences between the mean scores of dull and average boys on the Extraversion, Neuroticism and Lie Scales.
INCONSEQUENCE AS A PRIMARY TYPE OF BEHAVIOUR DISTURBANCE IN CHILDREN
Authors: MARSTON N. , STOTT D. H.
Published: May 2011

Summary. In previous studies Stott proposed a type of behaviour disturbance which he named Inconsequence—a failure to reflect upon the consequences of responses resulting in impulsive and often inappropriate behaviour. This article reports (1) an external validation against teacher‐judgment of 30 items of the Bristol Social Adjustment Guide hypothesized as indicating Inconsequence; (2) an item‐analysis of the proposed 30 indications, of which 26 were judged acceptable; (3) a comparison of the performance of Inconsequential and control children on a test of motor impairment, showing them to be significantly inferior.
THE RELIABILITY AND VALIDITY OF SELECTED TESTS OF CREATIVE THINKING IN A SAMPLE OF SEVENTH‐GRADE WEST AUSTRALIAN CHILDREN
Authors: DEWING KATHLEEN
Published: May 2011

Summary. Four tests from the Minnesota Tests of Creative Thinking (two verbal and two non‐verbal) were administered to 394 Grade 7A children from 10 metropolitan schools in Perth, Western Australia. All tests were scored for fluency (number of responses) and originality (infrequent responses). Data were also collected relating to five measures of creative performance in real‐life situations, within and outside the classroom.

Test‐retest reliability for the tests of creative thinking were consistently higher for non‐verbal than verbal tests, and for fluency than originality.

A highly significant relationship was found between scores on the tests of creative thinking and the measures of creative performance.

It was not assumed that the performance measures would be related to each other (creativity in one sphere does not imply creativity in another) but a moderate amount of generality was, in fact, found. In most cases the average correlations between measures were between 0·150 and 0·350 (N = 394). The teacher and peer ratings of creativity in school were clearly related, as were the two questionnaires concerned with leisure activities. Imaginative writing was related to both in‐school and out‐of‐school measures.

The correlation between the total creative thinking score and IQ on the ACER Intermediate Test D was 0·143 (p<·05). Within the high‐creative thinking group (the top 20 per cent on the tests) differences in performance were not related to intelligence.

No sex differences were observed with regard to either test scores or creative performance.
THE DEVELOPMENT OF A CONCEPT OF VOLUME CONSERVATION IN ESN CHILDREN
Authors: LISTER CAROLINE M.
Published: May 2011

Summary. This investigation showed that a concept of volume conservation can be taught to educationally subnormal children and that this understanding of conservation generalises to weight and substance situations. 104 ESN school children were pre‐tested for conservation of substance, weight and volume. Then, using a varied teaching method which included three conservation of volume experiences, reasons, and situations, 30 of these children (non‐conservers aged 9 to 15 with IQs between 46 and 75) were taught to recognise, generalise and give reasons for conservation. Post‐testing after one and two weeks and again after five months revealed that their concept of conservation was durable as well as generalised. The teaching method used was found to be an effective way, though not necessarily the only or the best way, of developing conservation in children regardless of their prior understanding of conservation.
THE FACTOR STRUCTURE OF THE FROSTIG DEVELOPMENTAL TEST OF VISUAL PERCEPTION
Authors: WARD J.
Published: May 2011

Summary. In order to obtain evidence as to the factor structure of Frostig's Developmental Test of Visual Perception, a factor analysis was made of the intercorrelations of subtest scores from the standardisation sample. Four separate principal component analyses were carried out, one for each of the grade levels concerned. It was found that in three out of four cases a single general factor, identified as perceptual maturity, was the only factor of significance. The fourth analysis extracted two factors, the first being the general factor already referred to, and the second a bipolar reflecting differences in the test content. These results are discussed with reference to other factorial studies and to the claims made for the relative orthogonality of the subtests.
THE CONCURRENT VALIDITY OF TWO TYPES OF SPELLING TEST
Authors: FREYBERG P. S.
Published: May 2011

Summary. Few tests of spelling attainment have been validated against the criterion of spelling accuracy in everyday writing, which, it is contended, is the prime objective of teaching spelling. An investigation is described comparing the spelling performance of 506 children (median age 11: 6) in their written work and on dictated‐word (recall) and multiple‐choice (recognition) types of test. The dictated word test had a slightly higher concurrent validity, but other factors which should be taken into account in devising spelling tests are pointed out.
THE RELATION BETWEEN MENTAL HEALTH, ACADEMIC PERFORMANCE AND COGNITIVE TEST SCORES AMONG CHEMISTRY STUDENTS
Authors: BANKS C. , KARDAK V. S. , JONES E. M. , LUCAS C. J.
Published: May 2011

Summary. This study examines the relationship between cognitive test scores, psychological symptoms and academic outcome for undergraduate chemistry students at University College, London, between the years 1956–61. There was some association between a high level of academic success, stress, and a high score of Valentine's reasoning test. Low cognitive test scores and psychological disturbance, however, did not relate to wastage and failure in this group of students.
THE RELATIONSHIPS BETWEEN PERSONALITY, STUDY METHODS AND ACADEMIC PERFORMANCE
Authors: ENTWISTLE N. J. , ENTWISTLE DOROTHY
Published: May 2011

Summary. 139 university students and 118 students at a college of education were given the Eysenck Personality Inventory and a questionnaire relating to academic motivation and study methods. A correlational analysis of these scores in relation to academic performance at the end of the first year showed the superiority of introverts and students with good study methods. Introverts also tended to have better study methods, but this only partially explained their high academic performance. There was no relationship between neuroticism and attainment. A supplementary approach used an item‐analysis to identify the characteristics of successful students. From this analysis, items which identified good students were also positively related to stability and introversion.
LEVEL OF CHILDREN'S PLAY AS EXPRESSED IN GROUP SIZE
Authors: EIFERMANN RIVKA R.
Published: May 2011

Summary. From the initially plausible general conception that the level of playing games which children are able to attain is positively correlated with their actual level of intellectual abilities and social skills, it was deduced that there should be a positive correlation between group size in children's games, on the one hand, and their age and socio‐economic status, on the other. Two specific hypotheses were formulated to this effect. These hypotheses were tested through processing recordings of observations of over 6,000 Israeli children at play. The observations lasted for over one year and the cumulative total of players recorded amounted to more than 100,000 participants. It was found that group size tends to increase with both age and socio‐economic level and that the most frequent group size is two, with the exception of top grade high socio‐economic level children, for whom the dominant group size is four.
THE ABILITIES OF PARTIALLY HEARING CHILDREN
Authors: HINE W. D.
Published: May 2011

Summary. 100 children aged 8 to 16, in a residential school for the partially hearing (48 boys, 52 girls) were tested on the performance and verbal subscales of the WISC and on tests of reading and arithmetic. Measures of hearing loss and social adjustment were obtained. Age, sex, parental social class and supposed aetiology were recorded for each child. Ratings of parental interest in the child's school progress and the amount of parental pre‐school guidance received were also made.

The distribution of quotients on the WISC Performance subscale was found to be closely similar to that of the standardisation population. However, the distributions of quotients on the verbal subscale and the measures of attainment, though normal, were depressed by up to 21 points from the standardisation means. The social adjustment of the children was found to be significantly worse than that of a group of normal 7‐ and 8‐year‐olds, the predominant pattern of maladjustment being demonstrative rather than withdrawing. The first three factors obtained from a principal components analysis rotated to the Varimax criterion were identified as Verbal, Numerical and Performance Ability. These three factors were contrasted with the two found by analysing Wechsler's correlation data on the WISC.
THE O GRADE OF THE SCOTTISH CERTIFICATE OF EDUCATION
Authors: McINTOSH D. M. , WALKER D. A.
Published: May 2011

Summary. The O grade of the Scottish Certificate of Education was introduced in 1962 as a certificate appropriate for those in the top 30 per cent of the age‐group who had completed at least four years of secondary education. The number of subject presentations has risen from about 177,000 to over 246,000 in the first seven years—and it has been observed that pupils of under‐average ability have been among the successful candidates. This has raised questions (a) on the relation between the ability measured by a verbal reasoning quotient and success in O grade examinations, and (b) on the standard of the examinations. The article contains a brief review of the history of certificates of this type in Scotland, a theoretical and practical study of the VRQ as predictor of success and of the relation between standard of examination and likelihood of success by under‐average pupils, and an account of the performance of some of these pupils. The results show that the VRQ is a moderately good predictor of success; that successes by under‐average pupils are compatible with this: but that recent interpretations of ‘a reasonable prospect of success' will, if accepted, require major alterations in pass‐marks.
EXTENT OF FUTURE TIME ORIENTATION: A CROSS‐ETHNIC STUDY AMONG NEW ZEALAND ADOLESCENTS
Authors: BRAY D. H.
Published: May 2011

Summary. It was predicted that ‘European’ New Zealanders in comparison with Maoris would (a) tend to have longer future time orientation in respect to major goals and (b) show greater tendency to delay gratification. Boys and girls with a mean age of 14: 3, all in the same grade, form three, from seven schools and of both ethnic groups were asked (a) to indicate distance, in time of imagined realisation of major goals, firstly for vaguely specified characters and later for themselves and (b) to decide among choices of money which increased in proportion to delay. For boys, both ethnic contrast predictions were strongly confirmed but, for girls, though in the predicted directions, findings either showed generally poorer levels of statistical significance or, for some of the temporal orientation of goals results, lack of significance.