bluuebunny/crossref_metadata_2025 huggingface dataset:
REFLECTIONS ON RESEARCH ON ALLOCATION TO SECONDARY EDUCATION
Authors: DALE R. R.
Published: May 2011

Summary. Research on allocation at 11+ tends to ignore some aspects of the situation. The concept of failure in the grammar school is too imprecise. When correlations are made more attention should be paid to the distribution of movement between the variables. Prediction research should take account of the difference between the performance of boys and girls in the grammar school, and between girls', boys' and mixed schools. Low correlations may be partly due to bad educational guidance. Streaming in the grammar school leads to a crystallisation of differences and an artificially high correlation. Prediction research might investigate the possible existence of different subject arrays for different social classes.
SYMPOSIUM: THE DEVELOPMENT OF MORAL VALUES IN CHILDREN
Authors: PETERS R. S.
Published: May 2011

Summary. The purpose of this article is to develop some conceptual distinctions in order to explore the relationship between Piaget's and Freud's theories of moral development and to suggest questions to which both theories give rise.

Piaget, it is argued, did little more than show that the distinction between customary and rational morality actually has application. Freud's theory assumed rational morality as an end‐point of development but his actual moral theory dealt only with (i) the mechanisms by means of which customary morality gets handed on from generation to generation and with (ii) the reasons why people develop an exaggerated and distorted style of rule‐following and never emerge to a more rational type of morality.

Neither Freud nor Piaget, it is argued, have a positive theory about the conditions under which the development towards rational morality tends to take place, except for suggestions in Freudian theory about necessary conditions such as a proper love relationship in the early years. Indeed, there is general ignorance about the results of different methods of passing on rules, methods which need to be carefully distinguished from each other.

It is suggested, finally, that the development in Freudian theory of the theory of the ‘autonomous ego’ might do much to unify Freud's and Piaget's theories and to suggest fruitful lines of investigation.
SYMPOSIUM: STUDIES OF CHILDREN'S SCIENTIFIC CONCEPTS AND INTERESTS*
Authors: KING W. H.
Published: May 2011

Summary. This paper describes the responses of more than 1,200 children to a schedule of seventy questions dealing with estimation of length, time, direction; with volume, weight, shadows, etc. Several questions were concerned with growth of living things. The replies to two questions concerning sky and night are classified according to nature of response. Results are tabulated in terms of percentages for boys and girls with increasing chronological age, and the types of questions considered in terms of the age trends.
THE USE OF A NEW REASONING TEST FOR SELECTION OF UNIVERSITY AND TRAINING COLLEGE STUDENTS
Authors: VALENTINE C. W.
Published: May 2011

Summary. A “Reasoning Test for higher levels of intelligence” is shown to reveal a difference between mean scores of First and Second Class honours graduates at a very high level of statistical significance, and a similar difference between Second Class honours graduates and those with Third Class honours or with Pass degrees. It is also applicable to candidates for admission to training colleges, many of whom score above the average mean for university graduates. Evidence is given that success in the test depends on innate ability rather than on training or experience.
GROUP FACTORS OF ATTAINMENT IN GRAMMAR SCHOOL SUBJECTS
Authors: LEWIS D. G.
Published: May 2011

Summary. Previous factorial studies of attainment have been largely confined to a restricted range of subjects, and have not revealed a clear pattern of results. In the present study an analysis is made of the attainments of 173 boys in a balanced range of eleven subjects (English, French, Latin, history, geography, arithmetic, algebra, geometry, physics, chemistry and biology) after a three‐year grammar school course. In a centroid analysis the general factor proved to be by far the most important (accounting for about 40 per cent. of the total variance), while the signs of the bipolar factors indicated the linkage of (i) arithmetic, algebra and geometry (i.e., a mathematical factor) and (ii) physics, chemistry and biology (i.e., a scientific factor) as additional and separate group factors. Some evidence for the partial separation of history and geography from English, French and Latin was also seen. A subsequent group factor analysis confirmed the existence of the mathematical and scientific factors as being of roughly equal importance. The importance of the latter is probably related to the organized teaching of general science in the schools concerned.
CORRECTION FOR GUESSING IN TRUE‐FALSE TESTS: AN EXPERIMENTAL APPROACH
Authors: GUPTA R. K. , PENFOLD D. M. EDWARDS
Published: May 2011

Summary. Current views on the problem of correction for undeserved scores likely to be obtained by testees on true‐false achievement tests, given with either ‘guess’ or ‘do not guess’ instructions, are summarised. The desirability of a new approach is discussed, and an investigation which led to the conclusion that ‘S=R —·5W,’ may be an appropriate formula for ‘do not guess’ tests is reported. The experimental results are shown to conform to a simple mathematical theory, and from the latter a conjecture is made about the formula appropriate to ‘guess’ tests.
THE CORRELATION BETWEEN MENTAL AND PHYSICAL GROWTH IN TWINS
Authors: BESCH O. F. , LENZ W. , MAXWELL J.
Published: May 2011

Summary. The intra pair differences in intelligence test scores and measures of physique were correlated for two samples of twins. In both the correlation coefficients so obtained were not significantly different from zero. The method of correlating intra pair differences is equivalent to holding socio‐economic differences constant, as each pair of twins has the same socio‐economic environment. The findings of this inquiry are compatible with the hypothesis that the observed correlations between measures of intelligence and physique, which are positive and greater than zero, are due to common environmental influences, and that there is no biological correlation between mental and physical growth.
INDIVIDUAL DIFFERENCES IN STRESS AT THE ELEVEN‐PLUS EXAMINATION
Authors: BOWYER RUTH
Published: May 2011

Summary. A standard interview was devised whose aim was to discover the incidence of stress at the Eleven‐Plus examination, and its nature, which was expected to be mainly anxiety, though loss of efficiency was also considered a possibility for some individuals. This was administered in two consecutive years, twice in the same school and once in a school where the children had a different range of home backgrounds, to 161 children, 131 of them at age 11+, the others at age 10 (as one form of control). It was administered before and after the examination (321 interviews, including controls). An attempt is made to link differences in home environment, temperament, and position in family with degree of anxiety. Comparison is made with recent studies of test anxiety made by Sarnoff and his colleagues.
CHANGES IN PUPILS' ATTITUDES TOWARDS WEST AFRICAN NEGROES, FOLLOWING THE USE OF TWO DIFFERENT TEACHING METHODS
Authors: WILLIAMS H. MURRAY
Published: May 2011

Summary. The object of the investigation was to assess the relative influence of two different teaching methods on pupils' attitudes towards West African Negroes. Eighty‐eight pupils were tested, forty‐one composing the Control Group and forty‐seven the Experimental. Both groups were taught a total of twenty lessons and the scores gained in two tests, i.e., pre‐lesson 1 and post‐lesson 20, were compared.
THE EFFECTS OF STREAMING IN THE PRIMARY SCHOOL
Authors: DANIELS J. C.
Published: May 2011

Summary. This investigation seems to indicate that when junior schools adopt a policy of non‐streaming, the result is, on the average, an improvement in the intellectual and scholastic progress of pupils. This increase in ability and attainment is achieved without any noticeable ‘holding back’ of brighter pupils, though it seems true that the main effect of non‐streaming is a radical ‘pulling up’ of the more backward children.

These results are in striking contrast with what teachers believe to be the effects of streaming, as shown in Part I of this article. Streaming, most junior school teachers believe, is a method of school organisation which allows children to progress, educationally, ‘at their own natural pace’; bright children are, it is believed, held back by being taught in classes containing duller pupils, whilst duller pupils tend to be overawed, and consequently are retarded, by the presence of brighter pupils in their classes. Consequently, it is widely believed that both dull, average and bright pupils make maximum educational progress when streaming policies are operated. The evidence of this investigation suggests that streaming does not in fact have these effects—rather that the contrary is true. In view of the fact that streaming procedures at the junior stage of education do not find favour in most other advanced countries of the world whilst they are almost universally practised in English junior schools, it would seem that further research into the effects of streaming along the lines of the present investigation, are urgently needed.
BRITISH COURSES FOR ADULTS ON EFFECTIVE READING
Authors: POULTON E. C.
Published: May 2011

Summary. For many people the rate of reading never catches up with the maximum rate of comprehension. A course on effective reading for adults is described which is designed to increase the rate of reading, and match it to the material read and to the amount of information which the reader wishes to absorb. The course originated in America, but has been modified to suit the needs of British adults. Table 1 gives most of the reliable results which have been obtained so far in this country. The average rate of reading falls off somewhat three to six months after the end of a course. The need for validation outside course hours is stressed, and various suggestions are made for additional research.
A STUDY OF THE CONSERVATION OF WEIGHT IN THE JUNIOR SCHOOL CHILD
Authors: LOVELL K. , OGILVIE E.
Published: May 2011

Summary. A large number of children in a junior school were tested, individually, along the lines initiated by Piaget, in an attempt to trace the development of the conservation of weight. While results very similar to those of Piaget are obtained using his criteria for invariance of weight, it is shown that children who are conservers of weight in his type of test, are often non‐conservers in other tests of conservation of weight. Overall, our results lead us to suggest that while logical thought may be a necessary condition for conservation of weight, it is not a sufficient condition. Sheer experience of the physical world seems to play a more important role than Piaget reckons.
ITEM ANALYSIS OF PROGRESSIVE MATRICES (1947)
Authors: YATES AUBREY J.
Published: May 2011

Summary. Item analyses of Progressive Matrices (1947) were carried out separately for two groups of university students. The results indicated that the test successfully discriminates within relatively homogeneous groups of high intelligence. It is suggested that the test could be improved by dropping some of the items, and turning it into a power test, rather than one measuring a combination of speed and power.
THE INCIDENCE OF SOME SUPPOSEDLY ADVERSE FAMILY CONDITIONS AND OF LEFT‐HANDEDNESS IN SCHOOLS FOR MALADJUSTED CHILDREN
Authors: PRINGLE M. L. KELLMER
Published: May 2011

Summary. The incidence of four adverse conditions often claimed to be associated with ‘broken homes,’ was studied among children who had been ascertained as maladjusted and were attending special residential schools. The four circumstances, namely divorced parents, the presence of a stepparent, the death of one parent and illegitimacy, affected some 60 per cent. of the sample.

Two further conditions were investigated. Firstly, the incidence of adoption which was found to be much higher among the maladjusted than the ordinary population. Secondly, there were twice as many left‐handers among the maladjusted children as one would have expected from the incidence of left‐handedness in the child population.
THE RELATION OF NEUROTICISM AND EXTRAVERSION TO INTELLIGENCE AND EDUCATIONAL ATTAINMENT
Authors: LYNN R. , GORDON I. E.
Published: May 2011

Summary. Several recent investigators have reported studies of personality factors in educational attainment in terms of Eysenck's dimensional theory of personality. These findings have tended to show that attainment is associated with introversion and neuroticism. In the present paper seven predictions concerning the associations of neuroticism and introversion‐extraversion with persistence, size of vocabulary and intelligence were derived from Eysenck's theory and subjected to investigation. Five of the predictions were verified at a statistically significant level, namely: (1) there was a positive correlation between introversion and persistence and (2) between neuroticism and size of vocabulary; (3) there was a curvilinear relation between neuroticism and score on Raven's matrices, subjects in the middle range of neuroticism doing best; (4) and (5) there was no significant correlation between either neuroticism or introversion and intelligence.
THE RELATIONSHIP BETWEEN THE GAMES PERFORMANCE OF A GRAMMAR SCHOOL BOY AND HIS INTELLIGENCE AND STREAMING
Authors: START K. B.
Published: May 2011

Summary. A stratified sample of 180 boys was taken from a large grammar school. The level of games performance was assessed on the participation attained within the school games programme. This was then compared with his streaming and his intelligence score as registered in the secondary schools election examination he sat prior to admission to the grammar school. It was found that there was a correlation of + ·289 between intelligence and streaming, but that statistically significant relationships did not exist between games performance and either intelligence or streaming.
SOCIAL ATTITUDES AMONG HIGH SCHOOL STUDENTS IN INDONESIA
Authors: SUMOTIRTO BUSONO W.
Published: May 2011

Summary. The present investigation was carried out on the assumption that social attitudes are mainly based on the feeling of responsibility towards certain social objects. 512 subjects were taken from high school students of various Indonesian towns. They were asked to state their attitude towards fifteen situations constructed like Havighurst and Taba's Life Problem Test. By means of the method of paired comparisons, the fifteen situations were linked in such a way as to get a complete set of comparisons among six kinds of responsibilities, namely towards oneself, family, friends, school, society and an abstract value (honesty).

The analysis of the students' replies was conducted according to (a) the direction of their choice; (b) the reasons underlying their choice; and (c) the difference between their replies on the normative level (‘what should be done’) and the realistic level (‘what would be done’).

From the results of the analysis in the main, the following conclusions were drawn:

It was evident that responsibility towards society had a high percentage of choices, both on the normative and the realistic level. As this tendency was found in all the six types of schools investigated from the various towns, it can be said that at present, in general, the social orientation of Indonesian students is relatively high if compared with their individualistic orientation, especially in situations where they are directly faced with the interests of the society and the country.

There are four main attitude types among the subjects: (1) social type; (2) common type; (3) individualistic type; (4) double‐valued type. The social type which puts a stronger emphasis on social values comprises the majority of cases.
FACTORS INVOLVED IN LEARNING A SIMPLE MUSICAL THEME
Authors: BURROUGHS G. E. R. , MORRIS J. N.
Published: May 2011

Summary. 100 boys and girls of 13+ years of age were given repeated trials on a simple musical theme. The performance on eight consecutive trials was related to performance on a battery of musical and other tests and the factors underlying performance were elicited. It was found that the task was complex and changed in complexity during the eight trials. The learning curve for a hypothetical performer was broken down into a series of other curves corresponding to the factors revealed in the earlier part of the study. It was found that these curves did not follow the overall learning curve although they behaved in a generally regular manner.
RESIDENTIAL TREATMENT OF MALADJUSTED CHILDREN: A STUDY OF SOME FACTORS RELATED TO PROGRESS IN ADJUSTMENT*
Authors: PETRIE I. R. J.
Published: May 2011

Summary. The main purpose of this enquiry was to study the progress in adjustment of a group of twenty‐three maladjusted children in a special boarding school, and to relate improvement to a number of factors.

Progress was mainly assessed by comparing the initial and final test results in intelligence, reading and arithmetic, the Bristol Social Adjustment Guides, and projection techniques. In an independent assessment the Warden of the school classified the children into broad categories according to patterns of behaviour, severity of symptoms, and degree of improved adjustment, and comparisons were made between these groups.

The results show that, whilst the reliability and validity of the Bristol Guides in the assessment of maladjustment were moderately good, those of the projection tests were generally poor. All the techniques, except the W.I.S.C. verbal scale, showed significant improvement but there was very little relationship between them, and only the improvement shown on the Bristol Guides was significantly related to the Warden's own assessments of improvement. The rate of progress of these children tends to be inconsistent, for those who made most progress in the first half of the experimental period did not do so in the second. Severity of symptoms and level of intelligence were slightly related to improved adjustment, but a more important factor seems to be improvement in parental attitudes.
THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN APPLIED TO A SAMPLE OF LONDON PRIMARY SCHOOL CHILDREN
Authors: JONES SHEILA
Published: May 2011

Summary. This study presents the results obtained on a stratified sample of London primary school children (forty boys and forty girls in each age group, at average ages 8, 9 and 10 years), tested with both the WISC and the Revised Stanford‐Binet. The internal consistency reliability of the Full, Verbal and Performance Scales (and the individual subtests) of the WISC was determined for the three separate age groups, together with correlations of the WISC with the Revised Stanford‐Binet and teachers' ratings of intelligence. A factor analysis of the sub‐test inter‐correlations at 8, 9 and 10 years is also included. Results for this London sample indicate:

That for children of average and above average intelligence, a higher I.Q. is in general found on the Revised Stanford‐Binet than on the WISC when the same child is tested with both. The size of the discrepancy between I.Qs. on the two tests is too large to permit the use of the WISC as a substitute for the Revised Stanford‐Binet.

The reliability coefficients for WISC Full, Verbal and Performance Scale are reasonably high for this sample, but the reliability of the individual subtests, especially for the younger children in the sample, is too low to warrant the diagnostic use of any but the most extreme deviations in sub‐test scores.

The WISC is more valid and reliable at year 10 than at year 8 or 9, for this sample. The factor analysis indicates that the Scale is measuring a common factor (provisionally identified with general intelligence) which accounts for approximately 31 per cent., 37 per cent., and 42 per cent. of the total variance at years 8, 9 and 10, respectively. A second bipolar factor extracted at each age level, although barely significant, was tentatively identified as contrasting verbal and non‐verbal abilities measured by the sub‐tests, or more specifically, the tests requiring verbal comprehension with those depending on visual‐spatial concepts.
THE NEED FOR A SCHEMATIC LEARNING THEORY
Authors: SKEMP RICHARD R.
Published: May 2011

Summary. Current learning theories have little direct application to problems of teaching and learning school subjects. The development of a schematic learning theory will, it is hoped, help to remedy this deficiency. Such a theory will also have wider applications.
SPECIFIC DYSLEXIA*
Authors: VERNON M. D.
Published: May 2011

Summary. For the understanding of the nature and causes of backwardness in reading, it is important that backward readers should not be regarded as a homogeneous group whose disability merely varies quantitatively. It seems probable that not only do they differ in their responses to remedial treatment; but also that the nature of their reading difficulties, and the factors associated with these, differ in different cases. In particular, ‘specific dyslexia’ seems to constitute a severe type of disability, particularly resistent to remedial treatment. Several investigations of this disability have recently been carried out, and evidence is adduced from them as to other associated symptoms, and to possible causes.
INFLUENCE OF TOWN AND COUNTRY UPON CHILDREN'S INTELLIGENCE
Authors: YOUNG HARBEN BOUTOURLINE , TAGIURI RENATO , TESI GINO , MONTEMAGNI GABRIELLA
Published: May 2011

Summary. The results of a relatively culture‐free intelligence test applied to a random sample of fifth grade elementary school classes in the Florence (Italy) area showed a marked superiority of town boys over boys from the country. This superiority remained significant for socio‐economic classes 4 and 5 after differences in social class distribution had been controlled. However, no differences between urban and rural girls were found.

Possible explanations of the results are discussed and the importance of further enquiry is emphasised.
II.—PERSONALITY FACTORS AND ACADEMIC PERFORMANCE
Authors: SAVAGE R. D.
Published: May 2011

Summary. Experimental studies have suggested that personality factors, in particular neuroticism and extraversion, are important determinants of academic performance. The Maudsley Personality Inventory was given to first‐year university students over three years and scores on this were related to academic performance at the end of their first year. The results showed that this Australian university population had higher mean neuroticism and extraversion scores than the norms for the test. Analysis of variance and correlation techniques showed that high scores on both factors were negatively related to academic performance.
III.—CULTURAL AND SEX DIFFERENCES IN EXTRAVERSION AND NEUROTICISM REFLECTED IN RESPONSES TO A CHILDREN'S PERSONALITY INVENTORY*
Authors: COSTELLO C. G. , BRACHMAN H. M.
Published: May 2011

Summary. A new children's personality inventory—the J.M.P.I.—designed to measure extraversion and neuroticism was administered to 261 male and 248 female Canadian high school children and to 304 male and 230 female English comprehensive school children.

The only difference in mean scores obtained in comparison of cultures and sex was in mean Neuroticism score for sex. Both the Canadian and English girls obtained higher mean N scores than Canadian and English boys.

Item analyses suggested differences between males and females and between Canadian and English children in the expression of extraversion and neuroticism.

There is a suggestion that acquiescence, as measured by the number of ‘Same’ responses, is greater among English school children than among Canadian school children.
CHILDREN'S EVALUATIONS OF THE CHARACTERISTICS OF THE GOOD TEACHER
Authors: TAYLOR PHILIP H.
Published: May 2011

Summary. Over 800 children from primary and secondary schools ranked items descriptive of a ‘good’ teacher in four scales. The items of each scale were representative of statements made by children in short essays about ‘A Good Teacher.’ The four scales were so organised as to sample three hypothesized areas of the good teacher's class‐room behaviour: discipline, teaching and personal qualities; and to bring together in the fourth scale these three areas for comparative evaluation.

A sample of teachers and training college students also completed the comparative scale.

Together with the scales a check‐list of twenty pairs of items was administered to the children. Children from junior schools also completed a scale concerned with the ‘good’ teacher's class‐room organisation.

Differences were found between children at different stages of education, between children and teachers, between teachers and students, and within teachers, between graduate and non‐graduate teachers. The reasons for these differences are discussed.
EXAMINING ESSAYS FOR ELEVEN PLUS CLASSIFICATION
Authors: YOUNG D.
Published: May 2011

Summary. A procedure for overcoming the marking and administrative problems of using the essay in selection examinations is described. It combines assessments of children by their own teachers with an external essay examination. The difficulties of this are overcome (1) by a system of splitting the essays by sex and title and by further sub‐dividing for convenience of size of batches and (2) by using prepared tables which impose a mean of 100 and a standard deviation of 15 on these batches. Certain weaknesses of the usual marking routines are examined and evidence offered for the need for variety of titles if children are to be assessed fairly.

Validity as measured against success in grammar school examinations of varied content is as high as that for objective tests of verbal reasoning, English and arithmetic.
SOURCES OF DISSATISFACTION AMONG A GROUP OF TEACHERS
Authors: RUDD W. G. A. , WISEMAN S.
Published: May 2011

Summary.

590 teachers, forming about 72 per cent. of the total output of trained teachers in 1955, from eleven constituent colleges and departments of the University of Manchester School of Education, completed in 1960 a questionnaire reporting, inter alia, current levels of satisfaction and major sources of dissatisfaction in the profession.

Results showed that the great majority of subjects, including many then out of teaching, had experienced in the profession a high measure of satisfaction. Those in infant and grammar schools (particularly men teachers in the latter type of school) appeared to derive more satisfaction from their work than did subjects in some other types of school.

Some evidence is presented which suggests that head teachers may be very well satisfied with the levels of professional competence of these subjects; but full analysis of these data is not yet completed. Low positive correlations are reported between the ex‐student's practical teaching mark, degree of professional satisfaction and head teacher's rating.

Sources of dissatisfaction appeared to be related more closely to factors in the teaching than to those in the training situation.

Major areas of dissatisfaction included salaries, poor human relations among the staff, inadequate buildings and equipment, high teaching load, training inadequacies, large classes, expressions of personal inadequacy, lack of time for certain professional duties and low status of the profession in society. In listing items women teachers seemed to be more pre‐occupied with day‐to‐day classroom problems, whilst men found their frustrations in a wider context.
DEVELOPMENTAL PATTERNS OF SEVERELY SUBNORMAL CHILDREN
Authors: WOODWARD MARY , STERN DIANA J.
Published: May 2011

Summary. Eighty‐three severely subnormal children aged under 9 years were observed with the aim of comparing their development in different areas and of examining the relation of various aspects of development to Piaget's sensorimotor stages. It was found that locomotor development was significantly in advance of speech development. Children classified at various sensori‐motor stages differed significantly in speech and in locomotor development. Certain developments in language, drawing, performance ability and social responses were associated with the attainment of the last sensori‐motor stage, thus suggesting that the achievement of the end of the sensori‐motor period is an important step in the development of severely subnormal children.
SOME CHARACTERISTICS OF CHILDREN WITH TWO TYPES OF SPEECH DISORDER
Authors: CROOKES T. G. , GREENE MARGARET C. L.
Published: May 2011

Summary. An investigation was made of twenty successive cases of developmental speech defects. They were divided according to the type of speech disorder (Greene 1960) into a ‘Motor’ group (eight children) and a ‘Language’ group (twelve children). In the Motor group, but not the Language, there was evidence of delay in general motor maturation. The two groups were compared on measures of mechanical reading, consistency of laterality and W.I.S.C. subtests. Both groups were very poor at reading, but whereas all the Motor group had inconsistent laterality, only a third (i.e., a normal proportion) of the Language were inconsistent; on the other hand, the Motor group had a much better knowledge of right and left. The Language group, but not the Motor, had poor scores on the Arithmetic and Digit Span subtests. Also the Language group was significantly worse than the Motor on Block Designs.

It was suggested that these might represent two distinct groups of developmental language defects, and that recognition of the two might help to explain some of the contradictions in the literature.
AN ANALYSIS OF C. W. VALENTINE'S REASONING TEST FOR HIGHER LEVELS OF INTELLIGENCE
Authors: HALLWORTH H. J.
Published: May 2011

Summary. Answers to C. W. Valentine's reasoning test for higher levels of intelligence made by 286 men and 262 women were analysed and compared. Analysis of the item inter‐correlations by the method of principal components gave a factor of general reasoning ability for both men and women. Upon rotation to the Varimax and Quartimax criteria three group factors were obtained which were comparable for the two groups of subjects. These factors are described and tentatively named. The results indicate the potential value of a detailed examination of the thinking processes involved in answering the items of this test.
PREDICTING STUDENT PERFORMANCE IN A UNIVERSITY DEPARTMENT OF EDUCATION
Authors: WARBURTON F. W. , BUTCHER H. J. , FORREST G. M.
Published: May 2011

Summary. One hundred teachers in training in the Department of Education, University of Manchester, were tested with measures of abilities, personality, interests, values and general culture, and provided a considerable range of biographical information. The predictive power of these various measures was examined in terms of three main criteria—final teaching mark, final theory mark, and award of the Graduate Certificate in Education. Degree class was the best single predictor of theory mark and of final award. A personality questionnaire (Cattell's 16 P.F.) was the best single predictor of teaching mark. The successful student tended, apart from academic qualifications, to have a high level of general culture, high conscientiousness (16 P.F., factor G), to have tender‐minded attitudes to education, and to participate fairly widely in social activities.
THE REDUCTION OF SOCIOECONOMIC BIAS IN INTELLIGENCE TESTING
Authors: MACARTHUR R. S. , ELLEY W. B.
Published: May 2011

Summary. This study was designed to investigate the extent of socioeconomic bias in selected intelligence tests, with a view to identifying and constructing instruments which might better estimate the intellectual potential of pupils from deprived cultural and educational backgrounds. For such pupils the conventional intelligence test is unsuitable as a predictor of later educational progress if adaptive treatment reduces the effects of their educational handicaps.

Nine promising culture‐reduced tests and subtests were administered to a representative Edmonton sample of 271 twelve and thirteen‐year‐old children, and the results analysed in relation to measures of socio‐economic status, verbal intelligence, achievement and school marks. City‐wide testing surveys conducted during the previous four years provided data on the same children, making longitudinal comparisons possible. The results supported the hypothesis that it is possible to measure a broad component of intellectual ability with significantly less cultural bias than is found in the conventional intelligence test. Raven's Progressive Matrices proved the most useful test in the battery since it showed high g loading, consistent and minimal relation with socioeconomic status, no evidence of cultural bias by items, and moderate correlations with school marks. The Cattell test of g and the Lorge‐Thorndike Figure Analogies subtest showed similar promise, since they met most of the criteria of the study in shorter testing time.
THE RELATION OF PSYCHOLOGICAL TEST SCORES TO ACADEMIC BIAS
Authors: HUDSON LIAM
Published: May 2011

Summary. On entering the Sixth Form, English schoolboys choose between Arts and Science subjects. Effectively, this choice commits them to one career field or the other. The present research is aimed to discover whether psychological tests reflect the academic bias of such boys towards Arts or Science subjects; and whether they give any indication of boys' aptitude for specialised work at university and in research. A battery of conventional psychological tests was given to a sample of 315 15 and 16‐year‐old schoolboys, drawn from five schools. These boys had just finished the G.C.E. ‘O’ level examination, and stood a good chance of reaching university.

Results show that the tests used do reflect academic bias surprisingly well. On the other hand, there are signs that the relation of tests scores to aptitude for university and research work will prove to be complex. Some of the most gifted young Science specialists, for example, have scores which bear no relation to the trend of results in the sample as a whole. The implications of these and other findings are discussed.
VALUE OF THE ORAL RESPONSE IN BEGINNING READING: AN EXPERIMENTAL STUDY USING PROGRAMMED INSTRUCTION*
Authors: McNEIL JOHN D. , KEISLAR EVAN R.
Published: May 2011

Summary. The question of the effect of vocalization in reading has not received a dear answer. In the present study, the procedures of programed instruction were used in testing the hypothesis that the saying of words and sentences out loud by beginners in reading will result in greater ability to recognize and understand written words and sentences. An auto‐instructional program which taught forty words was administered to 182 non‐readers in the kindergarten during a seventeen‐day period. These children had been paired and assigned to oral and non‐oral groups where they received identical programed instruction with the exception that those in the oral group were directed to ‘say the words’ instead of to ‘look at the words.’ An examination which called for silent reading, not oral reading, was given at the end of the last lesson. The results supported the hypothesis that the oral response is valuable in learning to read.
THE INFLUENCE OF EARLY PUBERTY ON TEST PERFORMANCE AT AGE ELEVEN
Authors: NISBET J. D. , ILLESLEY R.
Published: May 2011

Summary. It has been suggested that the earlier onset of puberty among girls may now be affecting performance in tests at the age of 11 plus. This question was examined by the analysis of test scores at ages 7, 9, 11 and 13 from a year‐group of girls numbering 1,385, for whom age at first menstruation and father's occupation were known. The very early maturers proved to have a slightly higher average test score than the others, but they were superior at all ages and not only at 11. While the results at age 13 do not rule out the possibility of a later pubertal spurt, it can be concluded that early onset of puberty does not confer any advantage in selection tests at age 11.
THE MEASUREMENT OF LEARNING ABILITY
Authors: MACKAY G. W. S. , VERNON P. E.
Published: May 2011

Summary.— Intelligence tests are often assumed to predict a child's ability to learn, although they are seldom based on situations that directly involve any learning. A battery of nine group tests was devised for junior school children, each based on the learning of an unfamiliar task, and yielding six scores for successive stages of practice. These were applied to 8–9 and 10–11 year pupils, along with a number of more conventional tests, in order to find whether they added appreciably to the predictions of achievement derived from the previous year's work. As a measure of learning, residual gain was used, i.e., final scores holding initial scores constant.

These residual gain measures were found to be largely specific in the younger group, though somewhat more consistent and more predictive in the older group. However, the tests differed considerably in their validities, and further work might produce more useful ones. There are considerable difficulties in finding tasks relevant to school progress which will also cover a wide range of ability, A stronger case might be made for using final scores, after a period of instruction and practice on new tests, as predictors.
TEACHERS' PERSONALITY DESCRIPTION OF SIX‐YEAR‐OLDS: A CHECK ON STRUCTURE
Authors: CATTELL RAYMOND B.
Published: May 2011

Summary. Since factor analytic evidence on personality structure in young children is still uncommon and incomplete, an independent, checking analysis is presented on the excellent data gathered by Digman, on 102 seven and eight year‐olds, by use of behavior ratings on a standard set of thirty‐nine bipolar ‘marker’ traits.

The general agreement with Digman's findings is good, seven of his eleven factors closely matching seven of the twelve here, in ‘blind’ rotations. However, where there are differences, the technical points by which differences in factor analyses may be evaluated are illustrated. In particular, the differences of interpretation are evaluated, for the present writer's factors A, cyclothymia; C, ego strength; D, excitability; E, dominance; and so on to O, guilt proneness, are more exactly confirmed here. This better confirmation coincides with (a) a higher hyperplane count (mean 70 per cent.), and (b) a higher statistical significance of simple structure by the Bargmann test. However, the differences of the independent analyses are small compared with the agreements.

The study has relevance also to the cross‐cultural constancy of personality factors, in that the subjects were roughly half Japanese, half Caucasian, in Hawaii.
AN EXPERIMENT ON THE EFFECTS OF MENTAL SET IN THE BROOK REACTION TEST
Authors: HARGREAVES D. H. , HEIM A. W. , WATTS K. P.
Published: May 2011

Summary. In the Brook Reaction test an attempt is made to assess the subject's interests. Words potentially denoting one of six selected interests were, in this experiment, presented consecutively to an experimental group, and in randomised order to a control group. Some degree of mental set was induced in the experimental subjects, reaching significance level in the case of one interest only.
THE FAMILY RELATIONS INDICATOR
Authors: HOWELLS JOHN G. , LICKORISH JOHN R.
Published: May 2011

Summary. Most of the few tests designed specifically to investigate intra‐family relationships are based on psycho‐analytic concepts. A picture projective technique is described, which is based upon the simple theory that a child in a friendly environment, will draw upon his own experience to describe the activities of figures in ambiguous pictures. The pictures have been drawn to the authors' specifications. They show six basic family scenes which are replicated three times. This replication provides an internal check on the consistency of the replies. The accuracy of this technique was investigated by comparing the replies given to the pictures, with the information gained through psychiatric and other interviews with the families concerned.
THE RELIABILITY AND VALIDITY OF THE GOODENOUGH DRAW‐A‐MAN TEST
Authors: PRINGLE M. L. KELLMER , PICKUP K. T.
Published: May 2011

Summary. The findings reported here—which are part of a much larger longitudinal project—deal with the drawings of a man made by thirty‐seven children at yearly intervals throughout their junior school career, i.e., between the ages of 7 to 10 years. A total of 148 drawings was analysed according to Goodenough's instructions. The intelligence quotients obtained from the drawings were intercorrelated: (a) with each other; (b) with the Stanford‐Binet Intelligence Quotients and; (c) with W.I.S.C. Verbal, Performance and Full Scale Quotients. An analysis of the fifty‐one items of the Goodenough Scale was also carried out to investigate whether or not there is a regular, annual increase in scores over the four‐year period.

The findings suggest:

That for junior school children the longitudinal test‐retest reliability of the Goodenough Scale is too low for it to be regarded as a stable measure of intelligence.

That the Scale's validity is even lower, average correlations with quotients obtained from the Stanford‐Binet Scale as well as from the W.I.S.C. Verbal, Performance and Full Scale being in the region of ·2.

That its discriminating power between successive years is not entirely satisfactory.
THE FACTORIAL NATURE OF ATTAINMENT IN ELEMENTARY SCIENCE
Authors: LEWIS D. G.
Published: May 2011

Summary. Objective tests of attainment in physics, chemistry, and biology were administered to over three‐hundred grammar‐school pupils, together with a battery of verbal, number and spatial tests. A factorial analysis yielded the following results:

The tests of physics, chemistry, and biology formed a group factor over and above a general factor.

Verbal, spatial and numerical group factors were also found.

Attainment in science, as measured by the objective tests, is dependent upon (a) the general factor, and (b) the scientific group factor.

In addition, attainment in physics (though not in chemistry and biology) depends to some extent on the spatial factor.

Again, for girls, attainment in biology depends to some extent on the verbal factor.

Attainment in all three branches of school science is independent of the number factor. Numerical ability (as measured by speeded tests of the basic arithmetical processes) has no relation to attainment in school science.

The factorial pattern underlying scientific attainment is very similar for boys and girls.
PROMPTING AND FEEDBACK IN THE LEARNING, RETENTION, AND TRANSFER OF CONCEPTS
Authors: WITTROCK M. C. , TWELKER P. A.
Published: May 2011

Summary. 184 college students were taught to decipher coded sentences. Two variables were studied: (a) Rule: given or not given before the learner responded; (b) Knowledge of correct response (KCR); given or not given. A 2 × 2 linear hypothesis design was used to analyze the four main experimental groups. As hypothesized, KCR increased learning, retention, and transfer only when the rule was given. It was concluded that KCR can be beneficial when it is not redundant.

Subjects who received rules or KCR rated the learning test as more enjoyable than subjects who received both rules and KCR or neither rules nor KCR.
ROLE‐CONFLICT IN ADOLESCENCE
Authors: MUSGROVE F.
Published: May 2011

Summary. The role‐conflicts of a group of adolescents (and pre‐adolescents) were assessed by asking the subjects to indicate how they would behave ideally, how they thought they in fact behaved, and how they thought various adult authorities and their friends expected them to behave. This was done by ranking various areas of conduct as they themselves, and in their view the adults and friends, evaluated them in their behaviour. The extent of disagreement among the ranks was taken as a measure of conflict.

The adolescents were 470 fifteen‐year‐old grammar and modern school boys and girls in three industrial towns. A last‐year junior school group of forty‐seven children and sixty‐nine late‐teenage male technical college students were also investigated. Role‐conflict was greatest among the grammar‐school boys and technical college students, least among secondary modern school girls and junior school children. Grammar school boys showed more conflict than modern school boys, grammar school girls than modern school girls. There were no social‐class differences within a particular type of school. Teachers, mothers, fathers (and bosses) were seen by all groups to have substantially the same expectations; but there was greater conflict between self‐conception and perceived expectations of friends. The grammar school pupils' conception of their role stood midway between the perceived expectations of friends and of adults; the modern school children did not so generally see themselves between such extreme and conflicting demands.
A COMPARISON OF PROGRAMMED LEARNING AND NOTE‐MAKING AT TWO AGE LEVELS*
Authors: POPPLETON PAMELA K. , AUSTWICK K.
Published: May 2011

Summary. Two investigations were undertaken to examine learning from two different forms of programmed instruction. In one condition, subjects were asked to make continuous responses to a linear programme; in the other, subjects were asked to work through the same programme presented in the form of a text‐book, and to make their own notes.

Differences in learning were examined at two age levels. Twenty postgraduate students in a Department of Education took part in one investigation, and thirty‐six first year grammar school pupils formed the subjects for the other.

The students reached the same level of achievement from both forms of the programme, but the grammar school pupils who worked from the programme learned better than those who worked from the text.

Student comments on learning by these methods are described and the use of the efficiency index as an evaluative measure is discussed.
CLASS SIZE AND CO‐ORDINATED INSTRUCTION*
Authors: DE CECCO JOHN P.
Published: May 2011

Summary. The hypotheses tested were that there would be significant differences in student achievement and preference for section, attributable to class size and co‐ordinated instruction. Students were freshmen psychology students (N = 682). Students were randomly assigned to three types of instructional groups: large‐experimental (LE), small‐experimental (SE), and small‐control (SC). For the LE and SE groups instructional materials and assignments were co‐ordinated. The major criterion measure tested for cognitive change beyond the acquisition of information. In the main, there were no significant differences in achievement or preferences. However, students consistently perfer small classes (p < .001) when asked directly about this factor, although other responses are not consistent with this expression of attitude.
UNTRAINED AND TRAINED GRADUATE TEACHERS
Authors: COLLINS MILDRED
Published: May 2011

Summary. The probationary year's teaching experiences of untrained and trained graduate teachers, who left the same university at approximately the same time, were compared. This was done by means of questionnaires returned by the teachers themselves and the Heads of their schools. The untrained graduates' replies were matched for sex and academic qualifications with replies received from the trained graduates. Certain areas of experience of the two groups were then compared. Few concessions seem to have been made by the schools for lack of training of their new graduate teachers and the untrained group proved generally to be the less satisfactory group from the schools' point of view.