bluuebunny/crossref_metadata_2025 huggingface dataset:
INTELLECTUAL ABILITIES OF IMMIGRANT CHILDREN
Authors: McFIE J. , THOMPSON J. A.
Published: May 2011

Summary. Test scores on the WISC and Schonell GWRT of 61 children of West Indian parents attending a child guidance clinic have been compared with results of a similar number of English controls. The scores were also compared of those West Indians who had arrived in the UK before and after the age of 5 years. Significant differences were found on vocabulary and on four of the five ‘performance’ subtests, and the early arrivals tended to do better than later arrivals on the subtests which had been done relatively badly by all immigrant children. It is concluded: (a) that teaching with constructional and geometrical material is at least as important for immigrant children as is language teaching; and (b) that intelligence testing of these children can lead to serious misclassification unless cultural factors are taken into account.
WHEN IS BLACK BEAUTIFUL? COLOURED AND WHITE CHILDREN'S REACTIONS TO SKIN COLOUR
Authors: RICHARDSON S. A. , GREEN A.
Published: May 2011

Summary. The purpose of the study was to explore the values London school children hold toward peers with dark as compared to light skin colour. Subjects were coloured and white children aged 10–11. Values were defined as choice or preference behaviour. Preference rankings were obtained using a set of pictures of a child in which all characteristics were held constant except skin colour and the presence or absence of a physical handicap.

On the average boys and girls, coloured and white, preferred light to dark skin colour. A coloured child without a physical handicap was liked more than white children with physical handicaps. Various other results were obtained.
THE RELATIONSHIPS BETWEEN PERSONALITY, STUDY ATTITUDES AND ACADEMIC PERFORMANCE IN A TECHNICAL COLLEGE
Authors: COWELL M. D. , ENTWISTLE N. J.
Published: May 2011

Summary. 117 students taking ONC courses were tested using the Eysenck Personality Inventory and the Brown‐Holtzman Survey of Study Habits and Attitudes. The relationships between the sub‐scores on these scales and examination performance at the end of the first or second year of study were investigated. Stable introverts were found to have the best study attitudes, though their examination results were not significantly better than those of the extraverts. All the sub‐scales of the SSHA were significantly related to academic performance, but they showed contrasting patterns of relationships with the personality dimensions.
EXTRAVERSION, NEUROTICISM AND PERFORMANCE IN A PSYCHOLOGY EXAMINATION
Authors: KLINE P. , GALE A.
Published: May 2011

Summary. The EPI (form A) was administered to 455 students taking the human development examination at the University of Exeter over a period of five years. Correlations between academic performance and E and N were computed both for year groups as a whole and for special groups. No stable pattern of correlations emerged, thus casting doubt on the contention that the mildly neurotic introvert succeeds best at university. There was no evidence, either, of curvilinearity of regression as suggested by some recent studies.
EFFECTS OF ADMINISTRATION AND SCORING ON DIVERGENT THINKING TESTS
Authors: VERNON P. E.
Published: May 2011

Summary. A survey of research on tests of divergent thinking shows that performance at these tests may be considerably affected by the conditions under which they are given, the instructions, and the way the subjects interpret the task requirement. In particular, Wallach and Kogan considered that they measure a creativity factor distinct from convergent intelligence only if given individually, under permissive, untimed, ‘game‐like’ conditions. However, several studies indicate that such conditions can be sufficiently approximated in group testing.

Two sets of seven classes of Canadian Grade 8 pupils were given a battery of seven divergent thinking tests, the first set under ordinary test‐like conditions, the second under more relaxed and informal, and relatively untimed, conditions. Analysis of the results showed that: (a) Scores based on grading unusual responses are more consistent and give higher correlations with other variables than frequency scores or per cent of unusual responses; (6) Larger numbers of high scores are obtained under relaxed conditions; (c) The factorial structure of ‘ formal’ and ‘ relaxed ’ SCORES ARE GENERALLY SIMILAR; (d) Correlations of relaxed scores with other variables, including intelligence measures, are generally higher, and particularly with variables relating to creativity.
COGNITIVE STYLES AND SCHOOL LEARNING
Authors: SATTERLY D. J. , BRIMER M. A.
Published: May 2011

Summary. A ‘ style of thinking ’ test was administered to 928 children aged 10–11 years in an attempt to measure cognitive styles as preferred modes of cognitive functioning. The responses of four random samples (two of boys, two of girls) were analysed by a technique of cluster analysis through which two contrasting styles—the ‘ analytic ’ and ‘ synthetic ’—were identified. The performance of groups of boys, representing analytic, synthetic and controls, were compared in an experiment in which everyday pictorial material was presented by tachistoscope. A number of significant differences were obtained as hypothesised and analytics were found to delay closure and to report more detail than synthetics. The styles studied were apparently unrelated to general and verbal ability. The implication of these findings for problems of educational guidance and curriculum planning are briefly discussed.
THE BROOK REACTION TEST AS A MEASURE OF TEMPERAMENT WITH CHILDREN OF 13 AND 14 YEARS
Authors: KLINE P. , THOMAS M.
Published: May 2011

Summary. The Brook Reaction Test was administered to a whole year group of children age 13–14 years in a comprehensive school, to examine the validity of its temperament scales. The criterion scores were a counsellor's ratings of the children and a measure derived from the Stott Bristol Adjustment Guide, filled in by the staff of the school, between which there was good agreement. Only the Mo score discriminated the disturbed or maladjusted children and this only by the criterion of the Stott guide. It was concluded that with normal children of this age their temperament scores are not valid indicators of disturbance.
THE PREDICTIVE VALIDITY OF THE BROOK REACTION TEST
Authors: HOCKEY S. W. , HILL G. C.
Published: May 2011

Summary. The Brook Reaction Test of interests was given to 104 public schoolboys at the age of 13 +, and their interest scores were compared with their choices of GCE A‐level course at the age of 16. There were significant associations between choice of English, History, and Physics and PE, LT, and SN scores, respectively, and a predictive validity for the test was thus established.
RECORDING APTITUDE TEST RESPONSES ON SEPARATE ANSWER SHEETS IN NIGERIA
Authors: AKEJU S. A.
Published: May 2011

Summary. An aptitude test was administered to 206 Form II students aged about 14 years from three Lagos secondary schools. One randomly selected group of 101 pupils recorded answers on the test papers while the other group of 105 used a separate answer sheet format. Results suggested that the use of separate answer sheet format led to significantly lower scores.
A STUDY OF THE JESNESS PERSONALITY INVENTORY WITH SCOTTISH CHILDREN
Authors: VALLANCE R. C. , FORREST A. R.
Published: May 2011

Summary. The main aim of the study was to evaluate the application of the Jesness Inventory to Scottish children and to compare findings with English and American data. It was administered to 174 approved school and 306 day school boys in the West of Scotland. Normative data for each age group are given. Many of the sub‐scales discriminate well between the two samples. Acquiescent response set is also briefly discussed.
PRIMARY EDUCATION AND DIVERGENT THINKING ABILITIES—FOUR YEARS ON
Authors: HADDON F. A. , LYTTON H.
Published: May 2011

Summary. An earlier study had shown that ‘informal’ progressive teaching in the primary school promoted divergent thinking abilities (DTA) more than a formal subject‐centred approach. The present research investigated the hypothesis that the effects of such differing approaches would still be measurable four years later, irrespective of the type of secondary school attended. 151 of the original sample of 211 children were traced and retested when they were about 15. The children from the informal schools still performed significantly better on DTA tests.

Subsidiary hypotheses which received some support were: that relative standing on tests of DTA would remain relatively constant; that DTA, in common with other mental abilities, increases over the age range 11–15; that there is a relationship between socio‐economic status (SES) and DTA. The hypothesis that level of DTA and course or career choices were related was not confirmed.
REACTIONS OF ELEVEN NURSERY TEACHERS AND ASSISTANTS TO THE PEABODY LANGUAGE DEVELOPMENT KIT
Authors: QUIGLEY HELEN
Published: May 2011

Summary. Teachers and assistants using the Peabody Language Development Kit (level P) as part of the EPA Action Research Project were interviewed. Opinions as to the worth and efficacy of the Kit varied widely and seemed to be largely determined by the personality of the teacher concerned. None of the interviewees had a clear idea of the principles underlying the construction of the Kit.
LONG TERM TEST‐RETEST RELIABILITY OF CREATIVITY TESTS
Authors: CROPLEY A. J. , CLAPSON L.
Published: May 2011

Summary. The Consequences and Circles tests were re‐administered to 110 Grade Twelve students after an interval of five years. Reliability coefficients, corrected for range restriction where this was appropriate, ranged from ·33 to ·58. These reliabilities, although apparently quite low, fall within the range of reliabilities for subtests of the WISC, and suggest that further studies of, for example, the predictive validity of creativity tests are justified.
BETWEEN PIAGET'S STAGES: A STUDY IN MORAL DEVELOPMENT
Authors: McKECHNIE R. J.
Published: May 2011

Summary. This study investigates the influence on children's moral judgment when, in Piagetian tasks, the structure of story‐pairs and the behavioural area are altered. 60 boys, aged 6, 9 and 12, were interviewed using Piaget's clinical method in four areas (lying, stealing, aggression, obedience) with four structures (different intentions, equal small/large consequences; different consequences, equal good/bad intentions). Area and structure both were significant sources of variance: thus, children learn to evaluate bad behaviour before good, and are more likely to give mature responses when consequences are relatively small.
PERSONALITY FACTORS AND SCHOLASTIC ATTAINMENT
Authors: ELLIOTT C. D.
Published: May 2011

Summary. Previously reported correlations between extraversion‐introversion and scholastic attainment were examined and a consistently changing relationship was noted depending on the mean attainment level of the subjects. The relationship between reading attainment, intelligence, extraversion and neuroticism was then examined for groups of junior school children whose CA, MA and RA were relatively constant. It was concluded that there is a high correlation between extraversion and RA but a negligible one between extraversion and IQ when MA and RA respectively are held relatively constant. Neuroticism was negatively correlated with scholastic attainment, confirming other findings on school children. Finally, an explanation of the effects of personality upon scholastic attainment was suggested.
VISUAL AND AUDITORY MEMORY IN SPELLING: AN EXPLORATORY STUDY
Authors: DAY J. B. , WEDELL K.
Published: May 2011

Summary. Using visual and auditory memory sequencing tests with 140 children aged 8–10, this study aimed to investigate the commonly held assumption that visual and auditory memory are important component functions in children's spelling. From this sample three sub‐groups were derived. The first (18 children) consisted of those whose scores were higher on the visual memory than on the auditory memory test by 1 sd or more. The second (22) were those whose scores differed by 1 sd or more in the reverse direction, whilst the third group (21) had test scores which differed by less than ·16 sd. The three sub‐groups were then given the Schonell Spelling Test of Irregular Words IA and an English Picture Vocabulary Test. No significant differences were found in the groups’ mean spelling scores, but there were differences in the proportions of certain error types. The implications of these findings for the role of visual and auditory memory in spelling achievement are discussed.
THE PERFORMANCE OF PUBLIC SCHOOL BOYS ON A HIGH LEVEL TEST OF REASONING
Authors: HEIM A. W. , WATTS K. P.
Published: May 2011

Summary. 1,439 boys, members of four public schools, took Test AH6 AG. This is a high‐level test of reasoning whose total score can be broken down into a verbal (V) and a numerical‐plus‐diagrammatic (N + D) subscore. These three measures were compared with the boys’ GCE results at O‐level and A‐level.

Significant correlations were obtained between the test and GCE, for most school subjects. A tendency was found for V to yield the best results in arts subjects; in mathematics and science, however, total score in general yielded a closer association than did N + D. AH6 AG proved to be a good predictor of all‐round scholastic ability on the criterion of number of O‐ and A‐level subjects successfully taken.
AN APPLICATION OF REPERTORY GRID TECHNIQUES TO THE STUDY OF CHOICE OF UNIVERSITY
Authors: REID W. A. , HOLLEY B. J.
Published: May 2011

Summary. A two‐stage investigation of applicants' choices of university was undertaken, using group versions of tests based on Kelly's repertory grid technique. In the course of the first stage nine major constructs were elicited from 32 subjects, and these were used as provided constructs in a second stage test which was completed by 70 subjects. Data were also collected on the personal and educational backgrounds of these subjects, and analyses carried out to indicate possible relationships between the choices they expressed on their UCCA forms, their assessment of universities (both those they had chosen and some they had not) on the constructs, and the background data. It is concluded that these analyses provide important insights into the determinants of the choices which applicants make, and indicate that repertory grids may profitably be used on a group basis to investigate choice situations of this type.
DIFFERENTIAL EFFECTS OF STREAMING ON PRIMARY SCHOOL ATTAINMENT
Authors: LEVY P. , TUCKER JOAN
Published: May 2011

Summary. Studies of streaming policy typically show small differences in average attainment between different school regimes. Data are presented for 13 mixed‐sex junior schools which show different effects of school regime on boys’ and girls’ attainment in relation to intelligence. Individual differences in Reading and Comprehension are more strongly related to differences in intelligence among boys in streamed schools and among girls in non‐streamed schools. The finding for Arithmetic is in the same direction but cannot be stated with the same confidence.
ON THE MEASUREMENT OF EGOCENTRISM: A REPLICATION AND EXTENSION OF AEBLI'S FINDINGS
Authors: GARNER J. , PLANT E. L.
Published: May 2011

Summary. An experiment was conducted to confirm that the egocentrism demonstrated in Piaget's ‘three mountain’ experiment was more a function of his experimental design than of the children's thought. 255 children between the ages of 6 and 8 years were asked to select the views that would be obtained from examining an array of objects from several vantage points. It was shown that children asked to find their own view first showed significantly higher levels of ‘egocentric response’ (i.e., selecting their own view for other vantage points) than children who selected the other views first. This was taken to indicate that the ‘egocentric responses’ had been cued by the experimenters requesting an ‘egocentric response’ prior to the test.
AGE AND SUSCEPTIBILITY TO SAME SEX PEER PRESSURE
Authors: COLLINS J. K. , THOMAS N. T.
Published: May 2011

Summary. 100 male and female students between the ages of 5 and 19 years were subjected individually to an obviously and unanimously wrong decision by a group of their same‐sex peers. Conformity differed among the age groups but not between the sexes. Maximum conformity was found in the adolescent age group.
THE WHEEL AND THE TABLE: THE RELATIVE MERITS OF TWO ALTERNATIVE INSTRUMENTS FOR COLLECTING SEMANTIC‐TYPE DATA
Authors: ORPEN C.
Published: May 2011

Summary. A number of semantic scales were presented to subjects in either a wheel format or a more traditional tabular format. The wheel is shown to be (a) more reliable; (b) less susceptible to patterning of responses, while (c) the influence of ordering of scales on responses is reduced. It is contended, therefore, that it is better, in certain circumstances, to use the wheel format rather than the conventional format in collecting semantic‐type data.
SOCIAL CLASS DIFFERENCES IN LANGUAGE PREDICTABILITY
Authors: POOLE MILLICENT E.
Published: May 2011

Summary. Two cloze tests were constructed from speech interviews encoded by 80 university students of middle‐class and working‐class origin. In an experimental situation, 55 tertiary subjects were asked to ‘fill in’ the missing cloze deletions of passages presented aurally. It was predicted, within the Bernstein elaborated‐restricted coding model, that working‐class passages would be easier to decode because of their higher lexical and structural predictability. The analysis was based on a verbatim cloze completion criterion and an information theory approach. Results on the former criterion revealed significant social class message differences (in terms of high predictability for working‐class speech and low predictability for middle‐class speech); whereas the latter showed non‐significant trends in the predicted direction.
STATE, TRAIT AND CHANGE DIMENSIONS OF INTELLIGENCE
Authors: HORN J. L.
Published: May 2011

Summary. Methods for operationally distinguishing between generically different kinds of traits and states were described in some detail, prior to demonstrating the use of the methods to describe human abilities. The results indicated that a distinction between fluid intelligence, crystallised intelligence, broad fluency and broad visualisation exists primarily at the trait level, although states of fluency and visualisation were found to exist in attenuated form independently of reliable within‐person variations in intelligence.
AGE OF TRANSFER TO SECONDARY EDUCATION: A POSTSCRIPT
Authors: NISBET J. D. , WELSH JENNIFER , ENTWISTLE N. J.
Published: May 2011

Summary. Of the year‐group of 2,900 Aberdeen children who had been the subjects of a study on the age of transfer to secondary education, about one quarter went on to the fifth and sixth years of secondary education, and their careers were examined. The best prediction of final secondary school performance was given by assessments of attainment in the first two years of secondary school; next in order were verbal reasoning tests at ages 11, 12 and 13, with little difference among these; next, a verbal reasoning test at age 9; and, poorest, non‐verbal tests at ages 11 and 7. Correlations between tests and criterion were higher for girls than for boys; but measures of academic motivation showed higher correlation with performance among boys than among girls. Social class differences in the proportions of pupils staying on to fifth year, were greater for girls than for boys. Relatively few pupils with low scores in primary school tests achieved success in Scottish Certificate of Education examinations, and most of those with high scores who remained at school were very successful; but there were some exceptions which demonstrated the fallibility of early assessments in individual cases.
EXPLORATORY STUDIES OF EARLY COGNITIVE DEVELOPMENT
Authors: WOODWARD W. MARY , HUNT M. R.
Published: May 2011

Summary. Developments in cognitive processes in the early pre‐school years have been studied by observing the actions that young children perform upon objects, while relating them by a spatial relation or attribute. Matching tasks and material for spontaneous handling were given to 31 children aged 19 to 42 months and to 23 severely subnormal children. It is suggested that one aspect of early cognitive development is increasing selectivity in sequences of matching actions.
THE SAGA OF BUTCH AND SLIM
Authors: WARD J.
Published: May 2011

Summary. The construction of the new British Intelligence Scale (BIS) has now reached the stage at which items are being selected for inclusion in a standardisation test. The data upon which these decisions are mainly based were obtained from a large scale try‐out experiment carried out on a national scale and within which the effects of intelligence level, socio‐economic class, sex and geographical locations were examined. The article describes the later stages in the development of a series of reasoning items for the Operational Thinking sub‐scale. “Butch and Slim,” a logical ‘game,’ was based upon the combinatorial of 16 binary propositions of p and q and represents an attempt to integrate developmental material into a factorial framework. The items were subjected to try‐out in the main BIS experiment and other data were obtained from additional sources. The results broadly justify the rationale adopted for the items, an outstanding feature being clear developmental trends in the ability to carry out operations involving negation. Some promising evidence as to reliability and validity emerged and, in general, psychologists involved in the try‐out were positive about the items. Further analyses of error patterns did not reveal clear qualitative differences between age groups. The strategies employed by subjects in responding to problems of equivalence, incompatibility, implication, negation and disjunction are described. A number of substantial modifications to the items are suggested.
THE DEVELOPMENT OF MORPHOLOGICAL RULES IN CHILDREN
Authors: SELBY SUSAN
Published: May 2011

Summary. The present study made use of Berko's ‘Wug Test’ to investigate the development of morphological rules in children aged from 4 to 14. The results suggest that the main usefulness of this procedure should be between the ages of 4 and 12, approximately. Within this range, most of the rules tested show a steady improvement towards a ceiling value. The two exceptions are derivation and the use of the comparative and superlative which show a slower and later development.
THE SOCIAL AND EMOTIONAL ADJUSTMENT OF DEAF AND PARTIALLY DEAF CHILDREN
Authors: BOWYER L. R. , GILLIES J.
Published: May 2011

Summary. The hypothesis was investigated that partially deaf children have more social‐emotional problems than severely deaf children, with the corollary that the policy of placing partially deaf children in ordinary schools might need to be reconsidered. 140 hearing impaired children were assessed for emotional adjustment by projective techniques and for social behaviour by teachers’ ratings. No significant differences were found between the severely and the partially deaf. The coping of 40 partially deaf children in ordinary schools was studied in detail, with the conclusion that they were able to hold their own with hearing children when regular contact with specialist staff was maintained.
DIVERGENT THINKING ABILITIES—A VALIDATION STUDY
Authors: BENNETT S. N.
Published: May 2011

Summary. Verbal reasoning and semantic divergent thinking scores together with assessments of conventional and creative English attainment were gained for 331 10‐year‐old children. A factor analysis demonstrated a separation of the ability and attainment measures. A zonal analysis showed that highly divergent children gained better scores on the creative attainment criterion than did highly convergent children. The threshold hypothesis was tested by relating convergent and divergent thinking at different levels of VRQ, and was rejected. Evidence concerning construct and academic validity is discussed.
SOME PERSONALITY CORRELATES OF INTELLIGENCE AND EDUCATIONAL ATTAINMENT IN IRAN
Authors: MEHRYAR A. H. , KHAJAVI F. , RAZAVIEH A. , HOSSEINI A.
Published: May 2011

Summary. The Persian form of the EPI and Eysenck's Psychoticism Scale were administered to a large group (about 23,000) of Iranian secondary school graduates, aged between 18 and 19, taking the Pahlavi University entrance examination. The latter consisted of a Persian adaptation of the Otis (Advanced Level) and five multiple choice tests of academic attainment. Analysis of results for two randomly selected groups of boys and one group of girls revealed a consistently negative correlation between measures of cognitive performance and psychoticism. A somewhat less consistent but positive correlation was observed for the extraversion scale. There was little correlation between neuroticism and measures of intelligence or achievement.

Considering the joint effects of extraversion and psychoticism, stable extravert subjects seemed to have performed best on tests of ability and attainment. Psychotic introverted girls, however, seem to be superior to their extraverted counterparts. This sex difference persists with regard to a number of other dependent variables.

On the whole, the personality patterns of more intelligent and academically successful Iranian students would appear to be more like those of younger British pupils (below 15 years) than their own age‐mates. The superior correlation between the psychoticism scale and measures of cognitive efficiency indicates the need for further exploration of this dimension as a potentially important aspect of normal personality.
EYE‐HAND CO‐ORDINATION AND ‘HANDEDNESS’: A DEVELOPMENTAL STUDY OF VISUO‐MOTOR BEHAVIOUR IN INFANCY
Authors: SETH G.
Published: May 2011

Summary. The development of eye‐hand co‐ordination and ‘handedness' was investigated in normal infants aged from 20 to 52 weeks. Systematic cinema records were made of visuo‐manual behaviour in the single cube, pellet and bell situations from the Gesell developmental examination. These were subsequently analysed to provide a series of curves which elucidate the trends in the development of integrated visuo‐motor behaviour during the period studied. The developmental process is complicated by the related problem of the systematic changes that apparently occur over the same period in lateral asymmetry (‘handedness’). Several indices of ‘handedness' confirmed a marked predominance of the left hand in the youngest age groups. Consistently over the three test situations, and probably significantly in its relationship to the eye‐hand linkage, this initial ‘left‐handedness' gives way during the third quarter of the first year to right‐hand dominance. The way in which the shift occurs lends support to a maturational, rather than a learning or social pressure, explanation of lateral asymmetry. Moreover, the developmental sequence is such that the right‐hand take‐over appears to occur on the basis of cross‐education (bilateral transfer) rather than of direct practice by the right hand itself.
MODELLING versus DRAWING AS A DESIGN TECHNIQUE
Authors: STEWART R.
Published: May 2011

Summary. Half a sample of 274 secondary school pupils took part in a woodwork design test and half in a metalwork design test. Half the pupils participating in each test developed their design solutions by modelling in an easily worked substitute material (clay for wood, card for metal) and half by drawing. Four specialist judges assessed the design solutions developed by modelling as functionally more effective, more appropriate to the final material, and more suited to construction by a pupil in the workshop than those developed by drawing.
THE JUNIOR EYSENCK PERSONALITY INVENTORY AND TEACHER' RATINGS: AN INVESTIGATION OF UNEXPECTED RESULTS
Authors: COOKSON D.
Published: May 2011

Summary. Eysenck and Cookson (1969) unexpectedly found a low positive correlation between JEPI Extraversion and rated emotional stability. A negative correlation would have been more in line with expectation. It was hypothesised that the unexpected results were due to the nature of the rating scale used. To test this hypothesis 645 11‐year‐old children were rated for emotional stability by their teachers on a new scale, and a further 677 children were rated by their teachers on the original scale. Both sets of ratings were correlated with Extraversion. The hypothesis was not supported. The paper concludes with a discussion aimed at underlining, and to some extent explaining, differences between teachers' ratings and questionnaire responses in the sphere of emotional stability‐instability.
AN ATTEMPTED VALIDATION OF THE JOYCE‐HUDSON SCALE OF CONVERGENCE AND DIVERGENCE
Authors: CHILD D. , SMITHERS A.
Published: May 2011

Summary. A 20‐item questionnaire designed by Joyce and Hudson to measure convergence and divergence was given to a sample of 306 first‐year university students from various science and non‐science disciplines. From the data the scale was refined using factor analysis. To validate the scale, scores on intelligence and open‐ended tests were obtained from the sample and used to define three groups consisting of convergers, divergers and all‐rounders. The scale proved to be more closely related to science/non‐science bias than to convergence/divergence.
ACHIEVEMENT ORIENTATION, INTELLECTUAL ACHIEVEMENT RESPONSIBILITY AND CHOICE BETWEEN DEGREE AND CERTIFICATE COURSES IN COLLEGES OF EDUCATION
Authors: REID I. , COHEN L.
Published: May 2011

Summary. Enrolment in B.Ed. as opposed to certificate courses in a sample of 168 college of education students matched by sex, academic qualifications, and course requirements was found to be associated with high N Ach, high internalization of responsibility for success, and low internalization of responsibility for failure. Personal orientation towards achievement is suggested as a critical yet relatively unresearched variable in college course choice and selection.
RANKING OF STUDENT TEACHER PERFORMANCE
Authors: SYPES D. , CICCI V.
Published: May 2011

Summary. Concerned about the problem of evaluation, the staff of an Ontario College of Education performed an experiment on the ranking of student teacher performance. The results of the study, which involved only 13 students and a like number of staff, indicated a high measure of consistency in ranking. More important, the ensuing discussion suggested the need for more refined research on this problem.
STUDENT CHARACTERISTICS RELATED TO ACHIEVEMENT IN INTRODUCTORY PSYCHOLOGY COURSES
Authors: LIN Y. , McKEACHIE W. J.
Published: May 2011

Summary. Three studies of prediction of academic achievement in introductory psychology courses are reported. The Achiever Personality scale of Fricke's Opinion, Attitude and Interest Survey and Brown and Holtzman's Survey of Study Habits and Attitudes made independent contributions beyond intelligence in the prediction of course grades in two studies. In a third study the Achievement via Independence scale of Gough's California Psychological Inventory was found to contribute to grade prediction.
PERSONALITY AND SCHOLASTIC ACHIEVEMENT IN THREE ETHNIC GROUPS
Authors: JENSEN A. R.
Published: May 2011

Summary. Scores on the Junior Eysenck Personality Inventory of some 2,000 white, Negro, and Mexican‐American school children, ages 9 to 13, were examined in relation to measures of intelligence and home environment as predictors of scholastic achievement. The JEPI scales show quite low, but significant and systematic, correlations with achievement; Extraversion (E) correlates positively and Neuroticism (N) and the Lie (L) scale correlate negatively with achievement. The independent contributions separately of E, N, and L. to achievement variance over the variance accounted for by the ability and background measures are negligible, but the three JEPI scales combined in a multiple regression equation along with measures of intelligence and home background independently contribute a small share of the predicted part of the scholastic achievement variance. In this the three ethnic groups do not differ appreciably or systematically, nor do the school grades from 4 to 8 (ages 9 to 13), although there are significant and systematic age and ethnic group differences in mean scores on the JEPI scales.
TEST‐RETEST RELIABILITIES OF A NEW PERSONALITY QUESTIONNAIRE FOR CHILDREN
Authors: EYSENCK SYBIL B. G. , EYSENCK H. J.
Published: May 2011

Summary. Different groups of children, varying in age, were tested and retested after varying intervals (one month, six months, twelve months) with a new Personality Questionnaire (PQ) containing scales for the measurement of the new factor of psychoticism (P), as well as of E, N and L. It was found that the new scales had retest reliabilities very similar to those established for the JEPI, and if anything a little higher. It was concluded that with suitable precautions the new questionnaire would be no less useful than the old one, as far as reliability is concerned.
A RE‐EVALUATION OF THE JUNIOR EYSENCK PERSONALITY INVENTORY
Authors: BENNETT S. N.
Published: May 2011

Summary. The JEPI was re‐analysed by item, factor and cluster analysis. The item analysis demonstrated that many items in the extraversion scale do not discriminate effectively. Five factors and five clusters were extracted and related to attainment measures. The five factor solution explained 19 per cent of English attainment variance in comparison to 7 per cent by the JEPI as conventionally scored. The analysis also supported the view that extraversion is not a unitary dimension. The cluster analysis indicated the operation of response sets. Items of the lie scale appeared in different factors and clusters dependent on the specificity of reference in the item to a situational context. It is therefore suggested that inventories be developed in which items can be answered with reference to specific situations.
EFFECTS OF RESPONSE ANONYMITY ON ASSESSMENT OF OWN AND SCHOOL VALUE SYSTEMS AND SATISFACTION WITH SCHOOL
Authors: FEATHER N. T.
Published: May 2011

Summary. Subjects in a boys' school and a girls' school completed modified forms of the Rokeach Value Survey, the Cornell Job Description Index, and a rating of happiness with school under name and anonymous conditions. Results indicated that response anonymity had little effect on the ranking of values although being independent was ranked higher by the boys in the name condition than in the anonymous condition. In the name condition boys gave more favourable responses to class‐mates and the typical teacher and reported greater happiness with school, but girls in the name condition were less favourable to schoolwork and reported less happiness with school. Two quite distinct factors emerged from a factor‐analysis, Factor I corresponding to students' own value systems and Factor II corresponding to the perceived value systems of their schools.
FEEDBACK PROCEDURES IN COMPUTER‐ASSISTED ARITHMETIC INSTRUCTION
Authors: TAIT K. , HARTLEY J. R. , ANDERSON R. C.
Published: May 2011

Summary. A computer‐assisted instruction (CAI) system can provide detailed and immediate feedback following every student response. Two such procedures, labelled ‘active’ and ‘passive’ were designed for helping children to multiply two‐ and three‐digit numbers by one‐digit numbers. The active feedback procedure required an overt response to be given to each element in the procedure for computing the answer. The ‘passive’ procedure merely printed a feedback message. Two experiments are described which had treatment conditions of (i) no feedback, (ii) passive, and (iii) active feedback. As well as on‐line performances being recorded in detail by the computer, pre‐and post‐tests were given. Substantial gains on pre‐and post‐tests were recorded for the feedback groups, and a regression analysis showed that greatest effects were with pupils whose initial level of achievement was low. Overall differences between the two feedback groups did not reach significance. Finally, a simple model to account for multiplication performance is proposed.
ANNUAL SURVEYS OF READING DISABILITY IN A SCOTTISH COUNTY
Authors: COCKBURN JUNE M.
Published: May 2011

Summary. During the past 11 years the Child Guidance Service in Angus, Scotland, has carried out an annual survey of the reading attainment of all 7‐year‐olds (averaging 1,500 children each year), using (from 1963) the Vernon Graded Word Reading Test. Individual follow up annually of between 100 and 200 children who have made a very poor start in reading has been undertaken. In 1969, a further reading survey of 10‐ to 11‐year‐olds showed that just over half of the children considered seriously backward in reading when tested at 7 to 8 years of age, were still seriously backward at 10 to 11 years of age. Over the years there has been fluctuation in the size of the very backward group, with a rise in the percentage considered very poor readers in each of the four years 1967 to 1970. Some improvement was shown in 1971 and 1972.
THE DEVELOPMENT OF EXTRAVERSION, OF ABILITY, AND OF THE RELATION BETWEEN THEM
Authors: ANTHONY W. S.
Published: May 2011

Summary. Extraversion, as tested by Eysenck and his followers, is found on average to increase from 7 years to 13 years, and to decrease from youth to middle age; there appears to be a peak normally at 13 or 14 years. On the other hand, general ability increases until the twenties. If we assume that a person who is ahead (or behind) in one of these developments is also likely to be similarly ahead (or behind) in the other development, then this explains a general finding asserted by Eysenck and Cookson (1969) and others in this Journal, namely that the correlation between extraversion and ability is positive in young children and negative in older pupils and students. Some other, related, findings are also explained in the same way.
PERSONALITY AND BEHAVIOUR IN SCHOOL
Authors: BENNETT S. N. , YOUNGMAN M. B.
Published: May 2011

Summary. The responses of first and second year secondary pupils on the JEPI and a Behaviour in School Inventory were cluster analysed. Four clusters emerged which were internally homogeneous and stable over time. These are described and related to ability, achievement and motivation measures. It is postulated that two dimensions underlie the cluster pattern—adjustment and compliance. This is interpreted in terms of previous research. The meaningfulness of the JEPI dimensions in the school setting is discussed.
COGNITIVE DEFICITS IN CHILDREN WITH SPINA BIFIDA AND HYDROCEPHALUS: A REVIEW OF THE LITERATURE
Authors: ANDERSON ELIZABETH M.
Published: May 2011

Summary. In this paper clinical and experimental studies reported in the decade 1962–1972 relating to general intellectual functioning and to specific cognitive deficits in children with spina bifida and hydrocephalus are reviewed.

The introduction gives a short account of the extent and nature of the disorders. Next follows a section on general intellectual findings, these rather ‘global’ studies indicating that the largest group of spina bifida children are likely to have a fairly severe physical handicap with associated hydrocephalus and to fall in the IQ range 70–90. The third section is concerned with verbal ability in general, and short‐term verbal memory in particular, and the fourth with specific cognitive deficits as regards visuo‐spatial perception, tactile perception and visuo‐motor ability. Finally, the implications of these studies for research and educational placement are discussed.
COGNITIVE PREFERENCE ORIENTATIONS IN STUDENTS OF CHEMISTRY
Authors: KEMPA R. F. , DUBÉ G. E.
Published: May 2011

Summary. A 40‐item chemistry‐based ‘cognitive preference test’ was developed and administered to 284 students subsequent to their study of O‐level chemistry, in an attempt to identify preferred modes of attending to scientific subject matter. The results allow two major cognitive styles scales to be formulated: the first measures students' ‘scientific curiosity,’ i.e., their willingness to extend their knowledge of chemistry beyond existing confines; the second scale measures students' orientation towards the ‘pure’ or ‘applied’ science side. Cognitive styles were found to vary considerably with academic ability in chemistry: high achievers are strongly inclined towards further learning of the subject and oriented towards the ‘pure’ science domain. Low achievers display the reverse characteristics.
THE EFFECTIVENESS OF A PEABODY LANGUAGE DEVELOPMENT KIT WITH SEVERELY SUBNORMAL CHILDREN
Authors: SHIACH G. McG.
Published: May 2011

Summary. TWO groups of severely subnormal children were studied, an experimental group of 11, and a control group of 10 children. The experimental group was given daily instruction with Level P of the Peabody Language Development Kits. Both groups were pre‐and post‐tested on some subtests of the Illinois Test of Psycho‐linguistic Abilities. After an experimental period of 10 months, the experimental group showed significant gains over the control group on the ITPA subtest scores. Some caution is advised in interpreting these results.
THE EFFECT OF READING TUITION ON ACADEMIC ACHIEVEMENT: VOLUNTEERING AND METHODS OF TUITION
Authors: FRANCIS R. D. , COLLINS J. K. , CASSEL A. J.
Published: May 2011

Summary. Volunteers were recruited from an Introduction to Psychology course at an Australian university. Of the 197 students in the sample 108 volunteered for a reading improvement programme. From the group of volunteers 26 were chosen at random to undergo a course of reading improvement using a speed reading projector. A further 27 were similarly chosen for a course on reading improvement but without the pedagogical use of mechanical aids. Both the groups receiving reading tuition improved over their starting rates. The non‐projector group had greater speed but not greater comprehension. Neither the fact of volunteering, the non‐receiving of tuition nor the form of tuition had an impact on examination performance. It is concluded that volunteering and the receiving and form of reading tuition do not bear upon performance at formal examinations. The presentation of relevant content in a reading improvement course does not enhance academic achievement.
PREDICTION AND IMPROVEMENT OF ACADEMIC PERFORMANCE IN A DEVELOPING COUNTRY
Authors: BETHLEHEM D. W.
Published: May 2011

Summary. Zambian students filled in questionnaires developed in Britain measuring efficiency of study methods and motivation, and an experimental group received tutoring in how to study efficiently. The scales proved reliable. The scores of Zambian students were significantly higher than those of a British sample. Scores on both the study methods and the motivation scales correlated significantly more highly with grades in Zambia than they did in Britain, despite the restricted range of results in many courses. The special tutoring in study methods resulted in significantly higher grades for second year students compared with a similar control group which did not receive such tutoring.
OVER‐ AND UNDER‐ACHIEVEMENT IN READING: DISTRIBUTION IN THE GENERAL POPULATION
Authors: YULE W. , RUTTER M. , BERGER M. , THOMPSON J.
Published: May 2011

Summary. Empirical findings are presented on the distribution of over‐and under‐achievement in reading in five general population groups encompassing four age‐groups and two parts of the country—a major city and an area of small towns. It is shown that reading achievement does not exactly parallel IQ at all levels of intelligence, confirming the inappropriateness of the achievement ratio and like statistics. It is argued that over‐ and under‐achievement are best defined in terms of a regression equation based on IQ scores. Defined in this way, reading ability follows a generally normal distribution, over‐achievement and under‐achievement occurring with roughly the same frequency. However, there is a significant departure from normality at the extreme lower end of the curve such that gross under‐achievement in reading occurs at well above the expected frequency. This suggests that there is a meaningful group of children with specific reading retardation which is not explicable simply in terms of the bottom of a continuum.
SOCIAL DIFFICULTY IN A STUDENT SAMPLE
Authors: BRYANT BRIDGET , TROWER P. E.
Published: May 2011

Summary. Recent research shows a high prevalence of psycho‐social disturbance in university students, and there is some evidence that inadequate social participation is associated with disturbance and with failure to complete courses. This study examines the extent, degree and type of difficulty in social situations reported by a random sample of Oxford University students. Nearly 10 per cent, mostly from lower social classes and small families, had great difficulty in, or tried to avoid, about six common social situations described in a questionnaire, and a principal components analysis discriminated different types of social difficulty.
THE HIERARCHICAL FACTOR STRUCTURE OF THE WECHSLER ADULT INTELLIGENCE SCALE
Authors: WALLBROWN F. H. , BLAHA J. , WHERRY R. J.
Published: May 2011

Summary. A Wherry‐Wherry (1969) hierarchical factor solution was obtained on WAIS subtest intercorrelations reported by Wechsler (1955, 1958) and Doppelt and Wallace (1955) for the following age groups: 16–17, 18–19, 25–34, 45–54, 60–64, 65–69, 70–74 and 75+. An hierarchical arrangement of abilities highly congruent with Vernon's (1950) paradigm of cognitive structure was obtained. A strong g‐factor and two major group factors were clearly evident at all age levels. The g‐factor was defined by substantial loadings from all subtests at all age levels. Removal of variance attributable to g produced almost complete bifurcation between verbal and performance subtests. Verbal subtests at all age levels defined v:ed; performance subtests at all age levels defined k:m. A slight but consistent decrease in g‐variance beyond the mid‐50s was evident. This gradual decrease in g‐variance was accompanied by a parallel increase in variance attributable to the two major group factors.
SCOTTISH SCIENCE TEACHERS' PERCEPTIONS OF EFFECTIVE SCIENCE TEACHING
Authors: BROWN SALLY A.
Published: May 2011

Summary. 157 science teachers from 39 schools in Scotland completed a 44‐item questionnaire on their perceptions of effective science teaching. An earlier study using a 106‐item questionnaire isolated eight factors which, it was suggested, were characteristic of styles of effective teaching among science teachers in England. The 44‐item version consisted of those items which, in the English study, had high loadings on the eight factors. There was a high correlation between the mean ratings given to individual items by the Scots and the English, though the English teachers placed greater emphasis on ‘pupilcentredness.’ However, none of the eight factors identified in the English study appeared in the factor analysis of the Scottish responses. The greater centralisation of education in Scotland may account for the lack of validity of the scale in the Scottish context, but doubt must be cast on the generality of the factor structure of the scale.
THE FACTOR STRUCTURE OF TEACHER ATTITUDES TO SIXTH FORM EDUCATION
Authors: REID W. A. , HOLLEY B. J.
Published: May 2011

Summary. A 40‐item, Likert‐type attitude inventory was completed by a sample of 448 teachers in schools with sixth forms. The inventory comprised five scales of equal length relating to attitudes to sixth form education defined in discussion with teachers and through searches of the relevant literature. A first order factor analysis yielded eight factors, six of which are interpreted. A second order analysis is described in which two factors only are retained from the eight principal components. It is concluded that this analysis shows features similar to those discovered in studies of American teachers, and provides some confirmation for the view that attitudes towards education are basically dualistic. Implications for policy making in the area of sixth form education are briefly discussed.