bluuebunny/crossref_metadata_2025 huggingface dataset:
THE MINNESOTA TESTS OF CREATIVE THINKING—A NOTE ON SCORER RELIABILITY IN FOLLOW‐UP STUDIES WITH ENGLISH PRIMARY SCHOOL CHILDREN
Authors: GOLDMAN R. J. , CLARKE D. F.
Published: May 2011

Summary. This study is part of a series of pilot investigations into various aspects of creative thinking with small groups of primary school children in this country using mainly Minnesota Creative Test material. The object of this enquiry was to discover more about the reliability of subjective interpretations of written material by a single and independent scorers. The results of this study indicate that a high level of reliability in judgments of creative writing obtains for the individual and between independent assessors, so long as the criteria for scoring are clearly understood.
CO‐EDUCATION AS A POSSIBLE INFLUENCE ON THE DESIRE FOR MARRIAGE
Authors: DALE R. R.
Published: May 2011

Summary. It was hypothesized that co‐educational, as opposed to single‐sex, schooling might have a slight effect on the desire for marriage. Estimates were obtained from student teachers in England and Wales. The differences, though interesting, were not statistically significant. The influence of social class and of siblings on the estimates was also examined.
DISCRIMINATION LEARNING AND DISCRIMINATION LEARNING SETS IN SUBNORMAL CHILDREN*
Authors: LUNZER E. A. , HULME I.
Published: May 2011

Summary. The aim of the enquiry was to establish whether subnormal children have more difficulty than normals of comparable mental age in learning a visual discrimination and in forming a discrimination set. Twenty‐eight older sub‐normal children and twenty‐four normal pre‐school children were required to solve six visual discrimination problems. Owing to imperfect matching, the normal group had a somewhat higher mean M.A. Nevertheless, little difference appeared either in the number of trials to master the first problem or in subsequent improvement attributable to the learning set.

It was found that children who were rated as lacking in self‐confidence fared badly in the experiment.

Spontaneous naming of the discriminanda was as frequent in the subnormal group as it was among the normals. Indeed, questioning children at the end of a problem as to their mode of solution elicited significantly more such “discriminating verbalisation” from the subnormals than it did from the normals. Nevertheless, such language appeared to be unrelated to the speed of learning.

A comparison of the present results with others reported in the literature suggests that specific deficit is more likely to be found at higher mental ages when the role of language may be more decisive.
THE SELF‐CONCEPT IN THE PSYCHOLOGICAL GUIDANCE OF ADOLESCENTS
Authors: ZAHRAN HAMED A. S.
Published: May 2011

Summary. An attempt was made to relate the Self‐Concept to the whole personality structure and to indicate the significance of the relationship for psychological guidance of adolescents. A large number of Self‐Concept, counselling and adjustment, intellectual, personality, perceptual, social and environmental tests covering 130 variables were given to a group of 170 adolescents.

Cluster analysis (which was confirmed by factor analysis) revealed a main cluster of five variables on the basis of which the sample was divided into three, a Positive Self‐Concept group, a Negative Self‐Concept group and a middle group which was labelled ‘Normal Control.’ Analysis showed these three groups to be differentiated by a large number of variables. There were also sex differences and differences between extreme groups within each sex.
CORRELATION BETWEEN STREAMING AND SEASON OF BIRTH IN SECONDARY SCHOOLS
Authors: SUTTON P.
Published: May 2011

Summary. Data obtained from two grammar schools and six secondary modern schools in a fairly homogeneous area in Hampshire were analysed to discover the effects of season of birth on secondary school selection. It was found that a marked bias existed in stream selection in secondary modern schools, and that this remained constant up to school leaving. No significant bias was found in 11 + selection.
EFFECTS OF OMITTING BRANCHES AND QUESTIONS FROM A SCRAMBLED TEXT
Authors: DUNCAN K. D. , GILBERT T.
Published: May 2011

Summary. Three versions of a programmed book (The Waterloo Campaign)were studied by groups of 15–16‐year‐old boys. The versions were: the original branching programme; prime path frames only (branches omitted); continuous text (multiple choice questions and branches omitted). The continuous text was associated with slightly superior immediate post‐test scores and slightly inferior delayed post‐test scores, compared with the other two versions. These differences were not statistically significant; nor were differences in attitude to the three versions. Study time was less in the prime than in the branching version and less than either of these in the text version. Study time differences were substantial and statistically significant. With all three versions the correlation between intelligence and attainment was statistically significant: it was highest in the text version and lowest in the branching version.
THE CAUSES OF FAILURES IN CHILDREN TO SORT BY TWO DIFFERENT DIMENSIONS ON SUCCESSIVE TRIALS
Authors: BRYANT P. E.
Published: May 2011

Summary. Two hypotheses were examined as explanations of failures in children of 5 and 6 years of age, to change from sorting cards in one of two dimensions, either colour or shape, to sorting in the other dimension. The first hypothesis was that these failures are the result of a learned set to respond on the basis of one dimension, and the second was that they are caused by the subject's learning not to respond on the basis of particular stimulus aspects. The results of an experiment with two different types of material gave support for the second hypothesis.
PREMATURE RETIREMENT OF WOMEN TEACHERS FROM GIRLS' AND MIXED SECONDARY SCHOOLS
Authors: DALE R. R.
Published: May 2011

Summary. This article attempts to inject objective evidence into the arguments about co‐education. The rates of premature retirements of women teachers in mixed and girls' secondary schools are compared as rough indices of the level of nervous tension in such schools. The analysis includes data on the age distribution of women teachers, based on a national sample. As a byproduct is found an interesting difference in the rate of retirement from grammar and from secondary modern schools.
AN EXPERIMENT ON MULTIPLE‐CHOICE VERSUS OPEN‐ENDED ANSWERING IN A VOCABULARY TEST
Authors: HEIM A. W. , WATTS K. P.
Published: May 2011

Summary. An experiment was conducted in which the results of multiple‐choice and open‐ended techniques were compared on a test of vocabulary (Test E of the Self‐judging Vocabulary Scale). The subjects were two groups, each consisting of fifty naval ratings, equated on intelligence test AH 4. Group M took the vocabulary test in its multiple‐choice form immediately followed by the same test in open‐ended form; for Group O, the order was reversed.

Significant differences were found between multiple‐choice and open‐ended scores, the former being substantially higher than the latter. The order in which the two forms of vocabulary test were taken was found to influence (a) the subjects' responses and (b) the association between intelligence test and vocabulary test scores. On both forms of the vocabulary test, the subjects' scores proved to be closely related to their self‐estimates of word‐familiarity.
ABILITY IN SCIENCE AT ORDINARY LEVEL OF THE GENERAL CERTIFICATE OF EDUCATION
Authors: LEWIS D. G.
Published: May 2011

Summary. Objective tests of ability in physics, chemistry and biology were constructed, each test being structured into the three broad categories of (i) basic knowledge, (ii) comprehension and application, and (iii) evaluation, along the lines of the Bloom Taxonomy. The tests were administered together with tests of verbal, numerical and spatial ability to all the boys who had completed the Ordinary Level science syllabuses of the Joint Matriculation Board in five schools in the Manchester area. A factorial analysis yielded the following results:

A factor of scholastic achievement was obtained. This factor was of major importance in the categories of knowledge and of comprehension and application in each of physics, chemistry and biology.

The categories of evaluation were linked factorally to but a limited extent to the categories of knowledge and comprehension and application.

An aptitude or reasoning factor, comprising ability in the spatial, numerical and (to a less extent) verbal fields, was indicated. This factor contributed substantially to the categories of evaluation in physics, chemistry and biology.

Numerical and verbal factors were also obtained. These factors, however, made little contribution to the measures of ability in science.

Some implications for the teaching of science in schools are discussed.
VALUE PATTERNS OF ENGINEERING, LAW, MEDICAL AND TEACHER‐TRAINING STUDENTS IN INDIA
Authors: PAL S. K.
Published: May 2011

Summary. The study examined the value patterns of engineering, law, medical and teacher‐training students in Indian colleges. Fifty students in each group were administered the Allport‐Vernon‐Lindzey Study of Values. When the t‐test was applied to the strength of six value variables within groups, a clear hierarchy of values emerged in each group. In the case of engineering students, economic value was the highest value variable while religious value was the lowest. In the case of law students, political value emerged as the highest value variable followed by economic value. In the case of medical students, theoretical value emerged as the highest value variable followed by social value, while aesthetic value emerged as the lowest value variable. In the case of teacher‐training students, political value was the first followed by theoretical value.
TEACHERS' ATTITUDES TO EDUCATION
Authors: OLIVER R. A. C. , BUTCHER H. J.
Published: May 2011

Summary. Three scales measuring attitudes to education were administered to a representative sample of 300 teachers. The results were analysed by sex, age, political party, religious affiliation and type of school. Tests of significance were applied, both to the relation between these biographical categories and to differences in attitude between the groups of teachers.
VARIATIONS IN PERFORMANCE IN A UNIVERSITY ENTRANCE TEST IN ENGLISH
Authors: OLIVER R. A. C. , LEWIS D. G.
Published: May 2011

Summary. The performance of candidates in a university entrance test in English was analysed in terms of arts‐science choice in G.C.E. Advanced level subjects, type of school and size of sixth form. Generally, arts candidates did better than science candidates, and girls did better than boys. A significant second‐order interaction between school type, sixth‐form size and sex was revealed.
A COMPARISON OF ESSAY GRADES OBTAINED BY SCIENCE AND ARTS GRADUATES IN A DEPARTMENT OF EDUCATION
Authors: RICHMOND P. E.
Published: May 2011

Summary. The essay grades obtained by four‐hundred honours graduates in a university department of education were examined to investigate differences in essay‐writing performance between arts and science students. Significant differences exist between mean grades of the different groups but also between their classes of degree. An analysis of covariance to hold degree class constant was carried out and the differences between the essay grades of science and arts students became insignificant.
VERBAL INTELLIGENCE, VISUOMOTOR ABILITY AND SCHOOL ACHIEVEMENT
Authors: BRENNER M. W. , GILLMAN S.
Published: May 2011

Summary. The Bender Gestalt Test, scored according to the Koppitz system discriminated clearly between a group of children with visuomotor disorder and educational problems and a matched group of normal subjects.

There was a marked difference between scores for emotional adjustment in the two groups. Failure on the Bender Gestalt Test was associated with under‐achievement at school and failure in a selective school examination a year later, even for children with high verbal intelligence. It would appear that selective school examinations are not so heavily biased toward verbal skills as to make success possible for children seriously handicapped by visuomotor dysfunction.
VARIATIONS IN DRAWINGS OF ‘A PERSON’ and ‘MYSELF’ BY HEARING‐IMPAIRED AND NORMAL CHILDREN
Authors: GILLIES JOHN
Published: May 2011

Summary. Study of drawings of ‘a person’ and ‘myself’ by hearing‐impaired children suggested the existence of consistent patterns of qualitative difference between the two. A simple method of quantitative comparison was devised and comparisons made with drawings by a control group of normally hearing children. Analysis of results showed significant variations between the hearing‐impaired and normal groups in terms of direction and degree of person/self differences for the two types of drawing. These results, together with those relating to possible sex differences, are discussed and a wider investigation proposed to consider the possible relevance of these trends to conceptual development and psycho‐social adjustment.
NEUROTICISM AND SCHOOL ATTAINMENT—A LINEAR RELATIONSHIP?
Authors: ENTWISTLE N. J. , CUNNINGHAM SHIRLEY
Published: May 2011

Summary. In a follow‐up study 2,995 Aberdeen children aged about 13 years were given the Junior Eysenck Personality Inventory. School attainment was measured by teachers' average rank order in class, scaled on a verbal reasoning test. The relationships between attainment and the personality dimensions of neuroticism and extraversion were examined. Evidence is presented which suggests that the relationship between neuroticism and attainment is linear; high attainment in this age‐group was associated with stability. The results for extraversion showed a sex difference, which may explain earlier conflicting findings. Girls who were stable extraverts and boys who were stable introverts formed superior groups. These relationships were also present among the brightest children.
THE TRISTAN DA CUNHAN CHILDREN'S CONCEPTS OF EQUIVALENCE
Authors: DAVEY A. G.
Published: May 2011

Summary. The learning and utilisation of categories is the most elementary and universal form of cognition by which man adjusts to his environment. In order to observe what discriminably different items the Tristans treated ‘as if’ equivalent and the strategies employed to render them equivalent a free grouping task was adopted which allowed the subjects to demonstrate their habitual mode of categorising. Groupings were classified by size, grouping strategy and criterial attributes. Two sets of observations were made, the first soon after the Tristans arrived in Britain and the second twelve months later. Developmentally, the first attempts at equivalence were made by abstracting the attributes which were sensorily most readily available. With increasing age there was a growing preference for grouping in functional and nominal terms. The transition appears to have been accomplished by the intermediary strategy of uniting a diversity of objects by means of an imaginative narrative. The place and function of thematising in cognitive growth are discussed.
THE CORRELATION OF GCE A‐LEVEL GRADES WITH UNIVERSITY EXAMINATIONS IN CHEMICAL ENGINEERING
Authors: BAGG DOUGLAS G.
Published: May 2011

Summary. Secondary school A‐level science examination grades of university students of chemical engineering were compared with first‐year and final university examination marks. Three groups were studied: 556 successful U.K. students, fifty‐six successful overseas students and sixty‐seven unsuccessful students. In the first group, the A‐level Physics mark showed the highest correlation with first‐year and final performance, and Mathematics the lowest. For overseas students, the position of these two subjects in the correlations was reversed.
A NOTE ON THE WALLACH‐KOGAN TESTS OF CREATIVITY
Authors: CROPLEY A. J.
Published: May 2011

Summary. The Wallach‐Kogan tests of creativity were administered to 124 first‐year university men under group conditions, along with five tests of intelligence. Correlation coefficients indicated that the battery of creativity tests possessed a high degree of internal consistency, and relative independence of intelligence tests. However, a substantial general factor loaded highly on both kinds of test.
THE VALIDITY AND RELIABILITY OF BENTLEY'S MEASURES OF MUSICAL ABILITIES
Authors: McLEISH JOHN
Published: May 2011

Summary.

A group consisting of twenty‐five ESN children, aged from 8 to 15 years, fifty primary school children, aged from 9 to 10 years, and thirty secondary modern children, aged from 12 to 13 years, were tested with Seashore's, Bentley's and Wing's tests of musical ability. The group was re‐tested with Bentley's test exactly a year later. The children's scores on all the tests in the three batteries (six in Seashore, seven in Wing, four in Bentley) were positively correlated. A general factor was extracted, accounting for 35 per cent of the total test variance. This was identified as Burt's ‘group factor of musical ability.’ Bentley's measures show saturation coefficients of 0·646 on the average, in contrast to an average of 0·470 in Wing and 0·621 in Seashore. The test‐retest reliability of Bentley's test (total score) was found to be 0·830. Of the three batteries, Bentley's was found to be easiest to use, causing least test anxiety in the three groups of children and being most economical in time needed for testing. The ESN group was found to be markedly inferior on all three batteries, less so on Bentley's tests than on the two others. However, in tests involving simple auditory discrimination (pitch, intensity) their average scores were equal to the other groups. But in more complex judgments, involving memory, their average scores dropped significantly. As far as the primary school group is concerned, the strong impression was given that not enough ‘headroom' is provided, as the musical quotients (Bentley ‘grades’) were markedly bunched at the top end.
THE GROWTH OF THE SCHEMA OF PROPORTIONALITY
Authors: PUMFREY PETER
Published: May 2011

Summary. The development of the understanding of proportion by children of average ability aged from 5 to 15 years, was investigated using a modification of Piaget's clinical method. This facilitated an analysis of the strategies employed by the subjects in three problem situations involving proportional relations. The results suggest that an introduction to the understanding of proportion can profitably be made before the secondary stage of education, provided that the content and structure of the materials used are related to the strategies available to the child.
A STUDY OF SOME DIFFERENCES BETWEEN BACKWARD AND NORMAL READERS OF AVERAGE INTELLIGENCE
Authors: LOVELL K. , GORTON A.
Published: May 2011

Summary. A group of 50 backward readers aged 9 to 10 years were selected from a total age group of 697 pupils in 16 primary schools of a small local education authority. A battery of tests was given to this group and to a control group of 50 pupils of normal reading ability. The test scores were intercorrelated, separately for the two groups, and in each case a Principal Components Analysis was carried out with rotation to a varimax criterion. The factor patterns of the two groups were different. In the backward readers, but not in the normal readers, reading age was clearly linked with test performance, which seems to depend upon the integrity of central processes. Moreover, the study throws some light on the previous literature describing the results of single tests given to backward readers and matched groups of normal readers, which tends to be inconclusive.
PSYCHOLINGUISTIC DEVELOPMENT AND THE CONTROL OF BEHAVIOUR
Authors: JOYNT DENIS , CAMBOURNE BRIAN
Published: May 2011

Summary. Luria maintains that one of the roles of speech in human development is to regulate behaviour, and that in the course of development this function passes through certain sequential stages that may be identified. The present investigation replicates Luria's study and is further concerned with the relationship between psycholinguistic abilities as measured by the Illinois Test of Psycholinguistic Abilities and the regulation of behaviour. The results show that Australian children pass through similar stages to Russian children in the development of the regulatory role of speech. In addition, these stages are more closely related to psycholinguistic development as measured by the 1TPA, than to chronological age as Luria suggests.
COGNITIVE BIAS IN SCOTTISH FIRST‐YEAR SCIENCE AND ARTS UNDERGRADUATES
Authors: MACKAY C. K. , CAMERON MARION B.
Published: May 2011

Summary. This paper is a partial replication of Hudson's (1966) work with English schoolboys. It is intended to examine whether the relationship found in Hudson's sample between Arts‐Science specialization and convergent‐divergent bias will be shown by a sample of Scottish undergraduates who have not been subjected to the same degree of specialization in previous schooling. The results indicate that, where students have elected to specialize in their first year, the relationship between area of specialization and cognitive bias holds: when non‐specialist Arts and Science students are compared such a relationship is not found.
AN ALTERNATIVE TO WARD'S FACTOR ANALYSIS OF WALLACH AND KOGAN'S ‘CREATIVITY’ CORRELATIONS
Authors: FEE FRANCIS
Published: May 2011

Summary. The intercorrelations of Wallach and Kogan's tests of creativity and intelligence were factor analysed by the Multiple Group Factor method after factor identification by Centroid analysis of each set of tests. Four first order factors and two second order factors were derived. The second order factors differentiated clearly between the creativity and the intelligence tests although they themselves were slightly correlated. The four first‐order factors could be described respectively as creativity‐verbal, creativity‐visual, non‐verbal intelligence and attainment factors. These factors were compared with those found by Ward (1967).
THE WPPSI: A MIDLANDS STUDY
Authors: BRITTAIN MICHAEL
Published: May 2011

Summary. The Wechsler Preschool and Primary Scale of Intelligence, modified in certain respects in order to render it suitable for use with a British child population, was administered to a random sample (n=60) of 5 1/2‐year‐old children in Nottingham. Results are compared with those obtained by Yule et al (1969) and it is noted that except for means and standard deviations they are closely similar. Though the studies agree as to the absence of significant sex differences it is suggested in this paper that there may well be a bias in favour of boys throughout the Scale.
ANXIETY ABOUT SCHOOL AMONG FIRST‐YEAR GRAMMAR SCHOOL PUPILS, AND ITS RELATION TO OCCUPATIONAL CLASS AND CO‐EDUCATION
Authors: DALE R. E.
Published: May 2011

Summary. A revised Boxall School Anxiety Test was administered to 1,120 first‐year grammar school pupils in 42 schools in South Wales and the West Riding. After separating these into pupils from mixed, boys' and girls' schools, scores were seen to be consistently related to occupational class, the most anxious pupils being from the lower classes. Girls recorded a greater anxiety than boys. Pupils in single‐sex schools had slightly higher scores than those in mixed schools, but both groups had only recently entered these schools.
A COMPARATIVE STUDY OF PERSONALITY, INTELLIGENCE AND SOCIAL CLASS IN A TECHNOLOGICAL UNIVERSITY
Authors: CHILD DENNIS
Published: May 2011

Summary. 607 freshmen in the 1966 intake at the University of Bradford completed a personality inventory and the Nufferno intelligence test. The mean extraversion score was lower than those obtained from traditional university samples, but higher than the normal population. Undergraduates at Bradford were more neurotic than the normal population and the arts specialists, particularly the women, were more neurotic than the men scientists. Women science specialists were substantially more intelligent and extraverted than any other group in the sample. Appreciably higher intelligence scores were obtained by science and technology students than by arts and social sciences, but within these subject areas there were no social class differences. In keeping with other studies in technological institutions, proportionally more students were recruited from working class homes than is experienced by established universities.
CORRELATES OF SCHOOL ATTAINMENT AT DIFFERENT ABILITY LEVELS
Authors: ENTWISTLE N. J. , WELSH JENNIFER
Published: May 2011

Summary. Correlations between school attainment and various intellectual, personality and social variables are reported separately for the top and bottom thirds of the ability range. The ability groups were formed from an age‐group of 2,538 Aberdeen children, who had been given tests yearly between the ages of 11 and 14. Results suggest that secondary school attainment is more difficult to predict in the high ability group than in the low ability group. But academic motivation is more closely related to school attainment for the high ability group. Among bright boys extraversion is negatively related to attainment, but in the low ability group the relationship is positive. Similar, but less extreme, differences exist among girls in this sample.
CHILDREN'S ATTITUDES TOWARDS JUNIOR SCHOOL ACTIVITIES
Authors: SHARPLES DEREK
Published: May 2011

Summary. Attitudes towards five curriculum activities amongst 438 children were examined in relation to sex, age and schooling differences. A Guttman scale developed for the study proved to be a reliable and effective instrument for such an investigation amongst young children. The results suggest that girls held more favourable attitudes than boys towards school activities, and that expressive activities are held in higher esteem than more reproductive skills. Differences are indicated between schools, showing that emphasis on particular activities in school tends to be associated with more favourable attitudes. It is further shown that older children hold less favourable attitudes towards school activities and a markedly low attitude towards literary activities in particular.
PERSONALITY IN PRIMARY SCHOOL CHILDREN
Authors: EYSENCK H. J. , COOKSON D.
Published: May 2011

Summary. Scores of some 4,000 11‐year‐old boys and girls on the JEPI were analysed in relation to performance on scholastic and ability tests at the primary school leaving age. Analysis by correlation and analysis of variance methods revealed that extraverted boys and girls are scholastically superior to introverted ones, the regression being linear; that stable boys and girls did only marginally better than unstable ones, the regression being somewhat curvilinear; that interaction effects between N and E only occurred in conjunction with sex, unstable extraverted girls doing unexpectedly well, unstable extraverted boys unexpectedly poorly. Grammar school entrance proportions favoured extraverted and stable boys and girls, and disfavoured ‘liars' on the L scale. Personality determined performance on ability/achievement tests more closely in the case of girls than of boys. The results suggest the importance of personality variables, particularly extraversion/introversion, in the attempt to predict scholastic success; it seems likely that introverts are ‘late developers' as compared with extraverts, but in the absence of proper follow‐up studies this conclusion remains speculative.
THE PERFORMANCE OF SIXTH‐FORMERS IN GENERAL STUDIES
Authors: LEWIS D. G.
Published: May 2011

Summary. The performance of groups of candidates on questions selected from the General Studies Advanced Level examination of the Joint Matriculation Board was compared. Four groups defined by the candidates' other Advanced Level subjects were selected: (i) a language‐literature group, (ii) a social studies group, (iii) a mathematics‐science group and (iv) a science (but non‐mathematics) group.

In an analysis of performance on a balanced set of questions cross‐classified with respect to content (arts and science) and process (knowledge, comprehension and literacy) the differences among the groups were not statistically significant.

The groups × content × process interaction was significant at the 1 per cent level. In particular, within‐group differences in performance on the arts and science comprehension questions were far more prominent in the language‐literature and social studies groups. The results are discussed with respect to the validity of examinations of general studies in schools.
THE STRUCTURE OF ABILITIES, INTERESTS AND PERSONALITY IN 1,000 SCOTTISH SCHOOL CHILDREN
Authors: BUTCHER H. J.
Published: May 2011

Summary. About 1,000 Scottish secondary school children likely to enter one of the two Edinburgh universities were given tests of ability, aptitude, personality and interests. The main aim was to determine (at an early age and before they were required to specialise) which were potential university scientists. The most relevant measures for this purpose were identified by factor analysis, and the general structure of abilities, personality and interests of these children is described.
PERSONALITY PROFILES OF STUDENT TEACHERS
Authors: DAVIS T. N. , SATTERLY D. J.
Published: May 2011

Summary. The 16 PF Questionnaire was administered to 149 female students of Homerton College at time of entry and 26 months later, prior to Final Teaching Practice. Small groups of students of ‘high’ and ‘low’ teaching ability were identified and their personality profiles compared. Four factors, conscientiousness (G), tough mindedness (I), confidence (O) and relaxed behaviour (Q4) significantly differentiated between the groups on both test occasions, and practicality (M) on the first occasion. Two‐way analysis of variance on all possible pairs of factors revealed 15 interactions significant at the ·01 level. The findings suggest that particularly poor performances were encountered where tendermindedness (I+), high insecurity (0+) and tenseness (Q4+), respectively, are associated with a lack of conscientiousness (G‐). Coefficients of test‐retest stability over the period were calculated.
DIVERGENT THINKING ABILITIES IN SECONDARY SCHOOLS
Authors: LYTTON HUGH , COTTON ALAN C.
Published: May 2011

Summary. In a previous study of primary schools, children in ‘informal’ schools scored higher on tests of divergent thinking than children in ‘formal’ schools. A parallel study of two ‘informal’ and two ‘formal’ secondary schools failed to yield a similar result. Some possible explanations of this finding are put forward.

Convergent ability was shown to be more closely related to social class than divergent ability.
THE COMPARATIVE EFFECTIVENESS OF SEVERAL SHORT‐CUT ITEM ANALYSIS PROCEDURES
Authors: CONNAUGHTON I. M. , SKURNIK L. S.
Published: May 2011

Summary. A comparison was made between the facility and discrimination values produced by a computer item analysis program, and those produced by several short‐cut procedures based on Fan and Flanagan table values, phi and biserial correlations, normalised z and simple 27 per cent and 25 per cent difference quotients. The computer sample was composed of 584 GCE pupils who had taken the CP66 aptitude test. The short‐cut sample consisted of 185 of these pupils. The CP66 item analysis results indicated that Fan and Flanagan tables gave ‘accurate’ results in comparison with those produced by the computer. The very simple D indices, although more ‘severe’ in discrimination standards than the Fan and Flanagan tables were also quite accurate, as were the phi index and the others reviewed. In general it was concluded that where computer facilities were not available for item analysis, short‐cut methods could safely be used with minimum loss of accuracy of information even though some methods rejected more ‘good’ items than other methods.
THE SIGNIFICANCE OF ‘LIE RESPONSES’ IN THE PREDICTION OF EARLY DELINQUENCY
Authors: GIBSON H. B.
Published: May 2011

Summary. Three measures were obtained concerning 411 boys at primary schools: (i) the degree of Social Handicap of their homes, (ii) school‐teachers' behavioural ratings, (iii) the New Junior Maudsley Inventory (NJMI). Four years later, they were screened for records of court conviction and for minor delinquent acts. Boys convicted by their 14th birthday (N=30) were matched for degree of Social Handicap with innocent controls.

Social handicap was found to interact with the three scales of the NJMI, severely handicapped boys being specially high on N. Handicap and teachers' ratings both predicted official delinquency. The contrast between teachers' report and self‐report on the L items produced a scale of ‘Suppression’ which also predicted court conviction. Among the ‘low suppressors' only, Extra‐version predicted conviction significantly. The N scale did not discriminate.
STRUCTURE IN THE SPEECH OF A 2½‐YEAR‐OLD
Authors: FRANCIS HAZEL
Published: May 2011

Summary. The structure of the speech of a young child was shown to be more closely related to his activity in an episode and to his immature cerebral processing ability, than to the hierarchical structure of sentences described in linguistic theory. The negative, interrogative and imperative forms were more particularly related to dialogue and shared activity. The groupings of words in remarks, and of remarks in sequences were shown to be like the complexive organisations of children's collections. It is, therefore, proposed that the structure described in linguistic theory does not represent the young child's competence, but is a patterning imposed by adult intelligence, towards which the child's performance develops as he matures and gains experience.
A FOLLOW‐UP OF CHILDREN IN THE FIRST i.t.a. EXPERIMENT
Authors: DOWNING J. , LATHAM W.
Published: May 2011

Summary. Two follow‐up tests (in T.O.) were administered to pupils in the original i.t.a. experiment; the NFER Sentence Reading Test 1 (silent reading comprehension) at the beginning of the fifth year of school, and the NFER English Progress Test B at the end of the fifth year. The superiority of the i.t.a. group at the end of the third year which was reported in The i.t.a. Symposium, was maintained in both these tests in the fifth year. It seems possible that these experimental group subjects have developed an understanding of the structure of English which they are using to map the more complex T.O. code.
ASPECTS OF THE SWING FROM SCIENCE
Authors: MUSGROVE F. , BATCOCK ANGELA
Published: May 2011

Summary. An investigation of the present and former career choices of 338 students entering the University of Bradford in 1967 indicated that students of science and engineering had made earlier and mores table decisions than students of social science about their present career intentions. Almost a half of the students of social science had wanted a science‐based career at some stage of their school lives. A half of these had swung away from science by the age of 15 through declining interest; the other half swung after the age of 15 mainly through inadequate performance in the relevant subjects. But these ‘deserters' were of good academic quality in terms of A‐level examination results. The personal influence of teachers, and even ‘bad teaching,’ were not recalled as principal reasons for turning away from science‐based occupations. Among the students of engineering a high proportion were ‘escalators' who had progressively raised their ambitions from machinist or draughtsman to graduate engineer.
NEW TRENDS IN DEVELOPMENTAL PSYCHOLOGY*
Authors: TIZARD J.
Published: May 2011

Summary. What I would like to do is to consider the strategy of research in pre‐school education, and to make a plea to developmental and educational psychologists to take more account than most of us do of the environmental forces which impinge directly on the child, and which influence both his development and his educational progress. Since, however, I am billed to talk about recent advances in child development generally, I shall first say a few things about new trends which are relevant to pre‐school studies.
THE EFFECT OF SPECIAL TRAINING ON THE CLASSIFICATORY BEHAVIOUR OF SOME NIGERIAN IBO CHILDREN
Authors: OKONJI M. O.
Published: May 2011

Summary. Twenty Nigerian Ibo children aged about 11 and 12 years, matched with a control group of the same age and number, were trained in classification, using a type of colour‐form‐size sorting test, and were tested on a transfer task of animal‐sorting. On being retested after training the experimental group showed significant improvement. No positive transfer was observed, however, on Kohs Blocks, which were administered as supplementary transfer task. The results indicate the need for a more careful taxonomy of tests of abstraction used in non‐Western cultures.
THE STUDY OF ADOLESCENT DEVELOPMENT USING A SENTENCE‐COMPLETION METHOD
Authors: COLEMAN J. C.
Published: May 2011

Summary. A new sentence‐completion test has been constructed in order to explore further the development of interpersonal relationships in adolescence, following an earlier study based on a different type of projective test. The responses of three different age groups of adolescent girls from a grammar school in a working‐class area are compared, and the results indicate that in the majority of interpersonal situations there are important differences between age groups, most of which are consistent with those reported in the previous study. The results support the view that a sentence‐completion test is an appropriate and significant means of studying interpersonal development.
THE USE OF THE ILLINOIS TEST OF PSYCHO‐LINGUISTIC ABILITIES ON BRITISH FOUR‐YEAR‐OLD CHILDREN: A NORMATIVE AND FACTORIAL STUDY
Authors: MITTLER P. , WARD J.
Published: May 2011

Summary. The Illinois Test of Psycholinguistic Abilities (ITPA) was administered to 100 4‐year‐old nursery school children. Although the sample is biased by the inclusion of a disproportionate number of middle‐class children, the scores corresponded closely to those of the American standardisation sample of the same age. Discriminant function analysis indicated a strong relationship between ITPA performance and social class, particularly in the auditory‐vocal channels. Reliability, estimated by internal consistency and standard error, was acceptably high. Examination of subtest intercorrelations by principal components analysis and Varimax rotation indicated that a general linguistic factor accounted for about 45 per cent of the variance. The significance of these findings is discussed in relation to the use of the ITPA for the construction of remedial programmes for handicapped children.
FOOTNOTE TO THE SCOTTISH SURVEY OF INTELLIGENCE
Authors: HUMPHREYS L. G.
Published: May 2011

Summary. A major conclusion of the 1947 Scottish survey of intelligence was that there had been a gain since 1932 on the group test but no gain on the individual Stanford‐Binet test. This conclusion is marred, however, by the use of regression methods of equating the 1916 and 1937 editions of the individual test for which only 89 cases were available. Avoidance of the sample of 89 cases who had been administered both editions of the individual test by the use of the equipercentile method of equation reveals parallel gains for both the group and the individual test. There is no need to qualify the conclusion that a small increase in intelligence among Scottish school children occurred between 1933 and 1947.
PERSONALITY IN PRIMARY SCHOOL CHILDREN: 3.—FAMILY BACKGROUND
Authors: EYSENCK H. J. , COOKSON D.
Published: May 2011

Summary. Family size, position in family, parental occupation and parental interest were investigated in some 4,000 boys and girls of primary school leaving age in relation to personality, intelligence and school achievement. Smaller families were associated with brighter, more extraverted and less neurotic children. Parental occupation was associated with both extraversion and stability in children, as well as with intelligence and achievement. Parental interest, correlated with status, was connected with extraversion, and most strongly with intelligence and achievement. Early‐born children tended to do better at school, but not to differ from later‐born children in personality or ability.
SUCCESS AND FAILURE AMONG SOCIAL SCIENTISTS AND HEALTH SCIENTISTS AT A TECHNOLOGICAL UNIVERSITY
Authors: SMITHERS A. G. , BATCOCK ANGELA
Published: May 2011

Summary. 186 students, 93 per cent of one intake of social and health scientists into the University of Bradford, were classified according to degree result and compared on a number of measures. Performance was found to be positively related to A‐level results and inversely to social class background, students from working‐class backgrounds being more likely to obtain good degrees. Introversion and open‐mindedness appeared to be an advantage in the social sciences, neuroticism in the health sciences. In both fields, the successful tended to score higher on the Nufferno intelligence test. Success in the professionally oriented health sciences was related to strength of occupational motivation. Successful and unsuccessful students differed only slightly in the importance attached to academic goals, and did not differ in reported worries.
SOME EVIDENCE ON THE INTERACTION BETWEEN TEACHING STRATEGY AND PERSONALITY
Authors: TROWN E. ANNE
Published: May 2011

Summary. The investigation was concerned with possible interactions between teaching strategy and personality differences among children learning mathematics in the early years of secondary school. Part of a text in extensive current classroom use was the basis of learning material structured so that the effect of giving rules before or after examples could be revealed.

Throughout the experiment introverts were superior in performance when rules were presented before examples and extraverts were superior when rules were presented after examples. This interaction was significant for all three dependent variables of ‘original’ learning, ‘retention’ and ‘transfer.’ When two levels of anxiety and two levels of intelligence were examined separately a similar treatments x extraversion interaction appeared within every analysis, whatever the dependent variable, reaching significance in several instances.
CHANGES IN THE SELF CONCEPTS OF SCHOOL‐LEAVERS WHO PARTICIPATED IN AN ARCTIC EXPEDITION
Authors: PAYNE J. , DRUMMOND A. W. , LUNGHI M.
Published: May 2011

Summary. Questionnaires designed to measure some aspects of personality and self concept were administered to the 35 male school‐leavers of an Arctic training expedition both prior to departure and on their return. The same procedure was carried out with a control group of equal size. The results showed that those volunteering for the expedition were significantly more extravert than the general population of students and that in those who participated there was a significant reduction in the discrepancy between self description and ideal self description by the end of the expedition.
EDUCATIONAL CHARACTERISTICS OF BRIGHT DELINQUENTS
Authors: GATH D. , TENNENT G. , PIDDUCK R.
Published: May 2011

Summary. The educational characteristics of 50 delinquent boys of superior intelligence were examined. Whilst a few boys had achieved limited educational success, the majority were found to be under‐functioning educationally, as shown by inappropriate school placements, poor school attendance, low levels of attainment in public examinations, and unsatisfactory relationships at school. In these respects, the bright delinquents were generally similar to a control series of delinquents of average intelligence.
VERBAL LABELLING AND CONCEPT FORMATION IN PRIMARY SCHOOL CHILDREN
Authors: STONES E.
Published: May 2011

Summary. 30 primary school children aged 7 years, 9 years and 11 years, were given the standard Vigotsky sorting task and specially constructed extension tests. 30 other children of the same ages were given identical tasks except that the nonsense syllables were omitted from the base of the experimental blocks. Most of the children using the labelled blocks, but hardly any children using unlabelled blocks, succeeded in the extension tests. The extent to which these results bear on the problem of the relationship between concept formation and the use of language is discussed.
CREATIVE ACTIVITIES AND ‘PEAK’ EXPERIENCES
Authors: PAFFARD M. K.
Published: May 2011

Summary. 400 sixth‐form and undergraduate respondents to a questionnaire were asked to write about any experiences they had had which they felt were similar to ones quoted from an autobiography in the questionnaire. This autobiographical passage described experiences in childhood of ecstatic joy in nature, turning sometimes to awe and fear. 55 per cent responded to this question. In this paper no attempt is made to classify or describe the variety of experiences reported by the respondents: only some differences between the two groups of respondents, those describing experiences of some kind and those not doing so, are presented. In particular, attention is given to a significant correlation between those describing such experiences and those expressing active interest in creative writing, painting, music and reading poetry. The respondents admitting to such creative artistic interests are further compared with those not doing so.
THE HEAD TEACHER ROLE: SOME DIFFERING EMPHASES OF MALE AND FEMALE HEAD TEACHERS
Authors: COHEN L.
Published: May 2011

Summary. The responses of 162 male and 181 female head teachers to a Head Teacher Role Definition Instrument (HRDI) were compared by chisquare analysis. The head teachers were randomly selected from primary and non‐selective secondary schools throughout England and Wales. The HRDI, developed with the assistance of head teachers, had a test‐retest reliability of ·804. Hypotheses derived from American studies of the school principalship, which predicted stronger professional orientations on the part of female head teachers in respect of ideologies of service and technical competence were not supported. In confirmation of previous American research male head teachers were found to hold more autonomous role conceptions than female head teachers in connection with their relationships with teachers, parents and expert authority sources external to the school.
THE APPLICATION OF A HIGH‐GRADE INTELLIGENCE SCALE (AH5) IN IRAN
Authors: MEHRYAR A. H. , SHAPURIAN R.
Published: May 2011

Summary. A Persian form of Heim's AH5, a high‐grade group intelligence scale, was given to a representative sample of Iranian secondary school pupils (575 boys, 433 girls, aged 17–18 years). Iranian subjects as a group were found to score substantially lower than their British counterparts. Girls were inferior to boys on both verbal and non‐verbal scales of the test and there were significant differences between the three fields of specialisation.
THE EFFECTS OF CREATIVITY AND INTELLIGENCE ON TEACHER RATINGS
Authors: BRODY E. B.
Published: May 2011

Summary. The present study is concerned with the relationships between creativity and intellectual ability of student teachers and ratings of their effectiveness by pupils who differ in social class and creativity. The results indicate that teachers who score high on indices of intellectual ability and creativity or low on both of these indices are rated more favourably by their pupils than teachers who score high on only one of these indices. Further, teachers who score high or low on both indices are rated more favourably by pupils high in creativity and high in social class.
A FOLLOW‐UP STUDY OF SCHOOL ACHIEVEMENT IN RELATION TO PERSONALITY
Authors: FINLAYSON D. S.
Published: May 2011

Summary. The relationships between extraversion, neuroticism and the school achievements of a group of 128 boys at the ages of 12, 13 and 14 in a grammar school were examined using the method of ‘zone analysis.’ In the 11+ tests, no systematic differences between the groups were noted, but once in the secondary school, introverts obtained progressively higher marks in yearly examinations than extroverts. In introverts, low neuroticism is consistently associated with better achievement, while in extroverts high neuroticism steadily depresses academic performance over the three years to give a significant over‐all effect in the third year. If the achievements of only the two high neurotic groups are considered, introverts tend to improve with age while extroverts deteriorate.