bluuebunny/crossref_metadata_2025 huggingface dataset:
INTELLIGENCE AND THE IMPROVEMENT IN A GROSS MOTOR SKILL AFTER MENTAL PRACTICE
Authors: START K. B.
Published: May 2011

Summary. Forty‐four male teachers' college students mentally practised a gross motor skill with which they had previously been unfamiliar. At the end of the six‐day practice period, the subjects' ability to physically perform the movement was assessed and was compared with the scores the subjects had obtained on a test of general intelligence. An insignificant negative correlation was obtained.

In breakdown of the relation between these two variables, it appeared that the highly skilful subjects, as assessed by their physical performance at the test, tended to have a significant negative correlation between their skill scores and the intelligence marks. This feature was noted in another study in the literature.
ADAPTATION TO LEVEL OF DIFFICULTY IN JUDGING THE FAMILIARITY OF WORDS
Authors: HEIM A. W. , RAMSAY B. , WATTS K. P.
Published: May 2011

Summary. The effect of context‐difficulty on judging the degree of familiarity of obscure words was investigated. Three experiments are described in which the subjects were, respectively, students from two different universities and naval ratings. All three groups displayed unwitting adaptation to the level of difficulty of the context in which the words were presented. Thus subjects, who were required to judge the familiarity of forty selected obscure words presented together with forty relatively easy words tended to judge the obscure words as unfamiliar; whereas those subjects (equated on vocabulary strength) who were presented with the selected words, together with forty extremely difficult words, tended to judge the selected words as familiar—the set of selected obscure words in the two cases being, in fact, identical. (Different sets of words were used, of course, for the students and for the naval ratings.)

In addition, certain general differences emerged between the attitude of university students to little‐known words, and the attitude of naval ratings. The former were most influenced by context in their judgments of extreme unfamiliarity whilst for the latter, the context exerted a stronger effect on their judgments of complete familiarity.
A STUDY OF STEREOTYPES IN THE CARETAKING OF ENGLISH CHILDREN
Authors: HEBRON M. E. , LONDON W.
Published: May 2011

Summary. A questionnaire of stereotypical statements on ways of nurturing children, with each statement scaled along a dimension of detachment/projection was applied to a group of intelligent adolescent girls and their mothers. These results were compared with those for teachers and mothers of pre‐adolescent children. The results support the thesis that girls attain stability by their fifteenth year in conflictful areas related to freedom for child and parent. With increasing maturity, conflict occurs in areas less projectively charged. The school would appear to influence most closely the girls' stereotypes regarding discipline, but they reflect the opinions of their mothers most on the protection of children and on the limits of a mother's personal freedom. The transitional age for the attainment of greater independence of attitude in adolescent girls, was located at the fourteenth and fifteenth years.
AN INVESTIGATION INTO THE COMPARATIVE RESPONSE OF BOYS AND GIRLS TO SCRIPTURE AS A SCHOOL SUBJECT IN CERTAIN CO‐EDUCATIONAL GRAMMAR SCHOOLS IN INDUSTRIAL SOUTH WALES
Authors: DALE R. R. , JONES J. A.
Published: May 2011

Summary. An attitude scale and questionnaire were administered to pupils in the fourth forms of ten co‐educational grammar schools in industrial South Wales, in order to compare the response of the sexes towards Scripture. The attitude of both sexes was favourable, the girls being more favourable than the boys. The scores for various sections of the syllabus were examined. ‘The Acts’ were liked least by both sexes. Interesting social class differences emerged. Starting with Social Class I, girls' responses became progressively more favourable and boys' responses less favourable, in successive social classes. The sex difference, therefore, tended to become progressively greater. Strong attachment to Sunday School and/or Place of Worship was associated with more favourable response, and less difference both between the sexes and the social classes. In this sample attitudes were slightly more favourable when pupils were taught by a mistress.
WRITTEN COMPOSITION AT 10 YEARS AS AN ASPECT OF LINGUISTIC DEVELOPMENT
Authors: SAMPSON OLIVE G.
Published: May 2011

Summary. The fourth instalment of a longitudinal study of linguistic development is reported. The current research concerns the children's skill in written composition at 10 years of age. Their work is assessed in various ways (by the ‘subordination index,’ vocabulary studies, and impression ratings). The results are correlated with other linguistic measures currently or previously established, and with non‐verbal intelligence. The children's adjustment is also considered.
AWARENESS OF REVERSIBILITY: ITS EFFECT ON PERFORMANCE OF CONVERSE ARITHMETICAL OPERATIONS
Authors: EIFERMANN RIVKA R. , ETZION DALIA
Published: May 2011

Summary. Why is the operation of addition easier than that of subtraction, even to adults and even when the sums involved do not exceed 10? Addition and subtraction are converse operations and it is surprising, therefore, that adults, who undoubtedly comprehend their reversible nature, find one of the operations more difficult to carry out than the other. Our assumption was that this fact resulted largely from the way the two operations were taught at school, where addition was more thoroughly trained than was subtraction. In order to test this assumption, we created a system isomorphic to the number system of from 1 to 10, a system based on the differences between various lengths of coloured rods. We then taught the system to a group of sixteen students, in a way that did not give preference to the operation of addition over that of subtraction. The result was, that when the subjects were required to carry out the two operations on the newly learnt system, the difference in response time to addition as against subtraction problems was significantly reduced when compared with the same difference obtained in solving problems with numbers. It may thus be possible that a teaching method which emphasizes the reversible nature of arithmetical operations may enable a more comprehensive and flexible approach to arithmetic.
PERSONALITY RATINGS OF ADOLESCENTS: A STUDY IN A COMPREHENSIVE SCHOOL
Authors: HALLWORTH H. J.
Published: May 2011

Summary. Ten housemasters in a comprehensive school rated all 14‐year‐old boys and girls within their houses on fourteen personality traits. Measures were also obtained, for the same pupils, of verbal and non‐verbal intelligence, English and Arithmetic attainment, family size and ordinal position in family. A correlation matrix of all variables was computed for each sex within each house. The ten matrices for each sex were combined, a principal components analysis was obtained for each of the two combined matrices, and the axes were rotated to the Varimax and Quartimax criteria. Six factors were obtained and their interpretation is discussed.
PERSONALITY AND THE MEASUREMENT OF INTELLIGENCE
Authors: EYSENCK H. J. , WHITE P. O.
Published: May 2011

Summary. A re‐analysis is presented of some data purporting to show that stable children differ from labile ones with respect to the structure of their intellectual abilities. The hypothesis is supported, and additional data are presented tending to show that theories of linear independence between cognitive and non‐cognitive areas may have to be supplemented by theories stressing non‐linear dependence.
A COMPARISON OF RURAL SCHOOLS' PERFORMANCE IN A TEST‐CONTROLLED AND TEST‐FREE SELECTION PROCEDURE AT ELEVEN
Authors: ARMSTRONG H. G.
Published: May 2011

Summary. The performance at 11 of children drawn from rural schools was compared under (a) test‐controlled and (b) test free conditions. There was a net increase of 7 per cent. in selective places under test free conditions and subsequent performance, as determined by progress in the grammar school, justified the increased selective provision amongst rural schools. This suggests that children in a rural environment are to some extent handicapped by an assessment which is weighted in favour of speeded tests.
DATE OF BIRTH, BACKWARDNESS AND EDUCATIONAL ORGANISATION
Authors: WILLIAMS PHILLIP
Published: May 2011

Summary. An examination of previous work on the relation of season of birth to educational backwardness suggests that an undue preponderance of Summer‐born children might be found in special schools for the educationally subnormal. This suggestion is verified for a population of 265 children drawn from such schools. Two possible reasons for this effect are considered, that of differential entry to infant school, and the ‘age‐group‐position’ effect. It was not found possible to distinguish these effects in this study. The results of this study are collated with those of previous investigations into the relationship of season of birth and various forms of handicap to show the relative consistency of different evidence. Increased flexibility of educational organisation and the extension of services for the educational guidance of individual children are advocated.
A COMPARISON OF PEER AND TEACHER PERSONALITY RATINGS OF PUPILS IN A SECONDARY MODERN SCHOOL
Authors: HALLWORTH H. J. , MORRISON A.
Published: May 2011

Summary. Previous work on teachers' personality ratings of secondary school pupils has established two main dimensions, one descriptive of the ‘reliable and conscientious’ or ‘emotionally stable’ pupil, the other of the ‘extraverted’ pupil. For the present study, ratings of pupils were obtained from both teachers and peers, using comparable lists of traits.

The subjects were 200 boys and girls in the first, second and third years of a co‐educational secondary modern school. Ratings were made separately for boys and girls within each class, by the class teacher and by three pupils. The three pupils' ratings were combined to give one peer rating on each trait.

Using an electronic computer, a correlation matrix was obtained for each sex group within each class, the matrices for each sex were combined using z‐scores, a principal components analysis was obtained for each combined matrix, and the axes were rotated to the Varimax criterion. In each case six factors were extracted, accounting for 68.9 per cent. of the variance in the boys' analysis and 60.3 per cent. in the girls' analysis.

Four of these factors are comparable across both analyses. They substantiate the earlier findings of two principal dimensions for the assessment of pupils by teachers, and indicate that peer assessments follow a similar pattern. A factor of non‐academic leadership is discussed.
THE INCIDENCE AND NATURE OF MALADJUSTMENT AMONG CHILDREN IN SCHOOLS FOR THE EDUCATIONALLY SUBNORMAL
Authors: CHAZAN MAURICE
Published: May 2011

Summary. An investigation has been carried out into the incidence, nature and aetiology of maladjustment among children in special schools for E.S.N. children in South Wales. This article discusses the findings of the first stage of the enquiry, in which detailed information was obtained about the incidence and nature of maladjustment, in the school situation, among 169 E.S.N. pupils and the same number of children in ordinary schools, matched for age, sex and socio‐economic background. The E.S.N. pupils were a complete sample of two age groups (9+ to 10+ and 13+ to 14+) in eight special schools.

The E.S.N. pupils came predominantly from the lower social strata. They had more physical ailments and defects than the controls. On the basis of the Bristol Social Adjustment Guide, over a third of the E.S.N. children were maladjusted, nearly three times as many as in the control group. The E.S.N. children showed considerably more symptoms of depression, hostility towards adults, inhibition and emotional tension than the controls. There was also a higher incidence of speech defects, unsatisfactory attendance at school, delinquency and behaviour associated with delinquency in the E.S.N. sample. Maladjustment among the E.S.N. children was often associated with low sociometric status.

These findings underline the importance of attention to the emotional and social needs of E.S.N. children.
SOCIAL CLASS DIFFERENTIALS IN VOCABULARY EXPANSION
Authors: JAHODA GUSTAV
Published: May 2011

Socio‐economic status differences in performance on intelligence and other cognitive tests are among the most firmly established generalisations in psychological research, though their causal interpretation remains a focus of lively controversy (Anastasi, 1960). There is a considerable weight of evidence indicating that the verbal inferiority of working class children may account in part for the differences (Bernstein, 1961). The existence of a verbal handicap is unquestioned, but its fate over time remains somewhat doubtful. Thus, Eells, et al. (1951) held that status differences remain constant in magnitude, invoking the ‘levelling effect of a common school environment’ as one of the reasons. As against this, Bernstein (1961) contends that with increasing age, working class children tend to fall further behind. A study by Ravenette and Kahn (1962) supports Bernstein's view, but suffers from the limitation of being confined to a comparison of verbal and performance I.Qs. within a disturbed working class population. The aim of the present study was to undertake a direct comparison of working and middle class children at two age levels.
TEACHING METHOD AND RIGIDITY IN PROBLEM SOLVING
Authors: PRINGLE M. L. KELLMER , McKENZIE I. R.
Published: May 2011

Summary. Following the work of Luchins, a test suitable for 11‐year‐olds was designed to explore rigidity in problem solving among pupils in two junior schools. One of these is based on a child‐centred, progressive regime while the other believes in a mainly adult‐directed, traditional form of organisation. The total sample consisted of 211 children. Intelligence quotients and the results of two arithmetic tests were available for every child.

No over‐all difference in rigidity was found between the two schools. However, within each school, children in the lowest stream and pupils of more limited intelligence showed a significantly higher degree of rigidity. Moreover, in the progressive school, the less able children showed greater flexibility in problem solving than the comparable groups in the school using traditional teaching methods. Thus, it seems, that intelligence and educational approach have a differential effect on rigidity, rather than an “all or none” influence as has been suggested previously.
LEVELS OF PERCEPTUAL ORGANIZATION AND OF PERFORMANCE AFTER TIME FOR REFLECTION
Authors: KLEIN JOSEPHINE
Published: May 2011

Summary. Children between the ages of 11 and 15 marked Raven's Progressive Matrices twice: first at speed, so that the test resembled one in perceptual organisation; later at leisure, to allow time for thought. It was predicted that more younger children and more educationally backward children would, on the second occasion, change right answers to wrong ones. The suggestion is that, at the lower levels, language‐handicaps affect reasoning‐ability adversely.
UNSETTLEDNESS, MALADJUSTMENT AND READING FAILURE: A VILLAGE STUDY
Authors: GREGORY ROBIN E.
Published: May 2011

Summary. Use of the Bristol Social Adjustment Guides in the only primary school of a West Berkshire village revealed a significant connection between reading failure and Restlessness throughout the school, and between reading failure and Anxiety for the Approval of Other Children among the 9, 10 and 11‐year‐olds. Since there was apparently no tendency for Restlessness to increase with age, it seemed possible that such a form of unsettledness or maladjustment (which Stott defines as “an inability to persevere, concentrate or reflect, and a liking for easy moment‐to‐moment satisfaction”) had been a contributory cause of reading failure. It appeared that Anxiety for the Approval of Other Children (sometimes, as Stott points out, to the extent of being led into mischief) might possibly have been caused, at least in part, by reading failure. Although the numbers of children tested were such that there remained some doubt concerning the significance of the conclusions, the results suggested that the incidence of a “Reslessnesss: Reading failure: Anxiety” sequence in children would justify further investigation.
MULTIPLE REGRESSION EQUATIONS FOR PREDICTING READING AGE FROM CHRONOLOGICAL AGE AND WISC VERBAL I.Q.
Authors: FRANSELLA FAY , GERVER DAVID
Published: May 2011

Summary. To assist clinical and educational psychologists in comparing a child's reading attainment on the Schonell Graded Word Reading Test (GWRT) with that expected from one of his age and I.Q., three multiple regression equations are presented. These enable the psychologist to predict Reading Age on Schonell's GWRT from a given chronological age and WISC Verbal I.Q.

The equations were calculated from data relating to 500 children tested at the Children's Department of the Maudsley Hospital, with the Schonell Graded Word Reading Test and the Wechsler Intelligence Scale for Children. Separate predictor equations are presented for age groups 6.2‐9 years, 10–12 years, 13–15 years, because of the differing correlations between reading age and I.Q., which are found with increase in chronological age.
ENVIRONMENTAL HANDICAPS AND INTELLECTUAL DEVELOPMENT: PART II
Authors: VERNON PHILIP E.
Published: May 2011

Summary. This article gives the comparative results of samples of West Indian and English 10 1/2–11‐year boys on a battery of perceptual and performance tests. These, together with the results on educational and verbal tests and assessments of background variables, were analysed, and a similar factor structure was obtained in the two groups.

The deficit of West Indian boys varies considerably with different tests, being most marked for practical and some non‐verbal g tests (also for pure linguistic development), much less serious for educational attainments and for various perceptual abilities. Differences between urban and rural sub‐groups in the West Indian sample tend to replicate this pattern.

Substantial correlations in both samples were obtained between test performance and assessments of the cultural stimulus provided by the home, and smaller ones with socio‐economic status and with purposeful‐rational home climate. Male influence in the home seems to be particularly associated with the development of more practical abilities. The implications of the research for testing the educational potential of West Indian immigrant children in Britain are discussed.
THE APPLICATION OF PIAGET'S SCHEMA OF OPERATIONAL THINKING TO RELIGIOUS STORY DATA BY MEANS OF THE GUTTMAN SCALOGRAM
Authors: GOLDMAN R. J.
Published: May 2011

Summary. A research into children's capacity to understand religious concepts was designed on a clinical interview basis. A standardised procedure was devised to elicit responses to religious pictures and stories and administered to a stratified random sample of 200 pupils with ages ranging from 6: 1 to 17: 11. Some forty responses for each child were evaluated on the criteria of Piaget's schema of operational thinking. Scoring reliability was safeguarded in the Piagetian evaluation by the use of independent judges familiar with the criteria and a suitable level of correlation between the investigator's and the independent judges' scores. Assessment of the validity of Piaget's schema was made by arranging scores in order of chronological age, mental age and total score and the use of the Guttman Scalogram. In all five items selected suitable reliabilities were found and the sequences of Piaget's schema of operational thinking were seen to be valid when applied to religious story data. Several discrepancies of age levels and general results are discussed, together with the implications for a theory of religious cognition.
THE STRUCTURE OF PERCEPTION: A FACTORIAL STUDY
Authors: BEARD R. M.
Published: May 2011

Summary. A factorial study of twenty tests of visual and auditory perceptions and memories, and ratings in mathematics and English for boys and girls aged about 15, gave rise to seven factors: reasoning with verbal abilities, five perceptual factors and a factor contrasting an easy perceptual task with ratings in school subjects.

The perceptual factors were (1) speed and strength of closure, (2) a spatial factor concerned with direction and orientation, (3) recognition and recall of Gestalten, (4) flexibility of closure, and (5) perceptual span. Almost identical factors appeared for both sexes and no perceptual differences were found for different kinds of school attainment, possibly owing to the general nature of the perceptual factors obtained. It is suggested that these factors have a general nature due to the way in which the brain functions, through the generalising power of language and, possibly, through kinaesthetic cues which link auditory and visual perceptions.
A STUDY OF SOME CONTRIBUTIONS OF THE MORRISBY DIFFERENTIAL TEST BATTERY TO VOCATIONAL SELECTION
Authors: EL‐SHARKAWY M. K. L. , LEE D. M.
Published: May 2011

Summary. This paper reports an investigation concerned with gathering information about the Morrisby Differential Test Battery in relation to various claims for its usefulness in vocational selection. Along with a pre‐constructed attitude scale, the complete test battery was administered to 154 entrants and 163 apprentices of three years' standing in several large firms within the British Iron and Steel Industry. In particular, the scores describing the Morrisby Modal Profiles were compared with Training Officers' ratings of similar characteristics. In the present paper the main analyses are from scores obtained by the older apprentices; some of the data on reliability coefficients were gained by retesting a group of entrants. It is the intention of the authors to follow up the entrants at the end of three years to obtain further information about the predictive validity of this test battery and to report this in a later paper.

The individual reliability coefficients of the twelve tests comprising this battery are shown to vary widely. In view of the relatively small number of testees, these results can only be regarded as indicative and further studies are needed. The test manual lacks information about the validity of the battery, though extensive claims are made for the so‐called ‘modal profiles’ in estimating the intellectual ‘personality’ of the individuals concerned. Against the two criteria here employed, the ‘ability’ tests are shown to have more validity than the ‘personality’ profiles. The ‘skill’ tests show very low validity coefficients.

Morrisby stresses the differential nature of his battery and suggests that a basic factorial structure is neither present nor intended. A preliminary factor analysis of scores obtained from this investigation showed four main factors of a type generally found in the analysis of large test batteries. A profile chart could be constructed on the basis of these factors which could be of use in vocational selection.
A COMPARATIVE STUDY OF THE ATTITUDES OF WEST AFRICAN STUDENTS AND TEACHERS TOWARDS THE MODERN APPROACH IN TEACHING
Authors: FERRON OSCAR
Published: May 2011

Summary. Two experiments were carried out in order to determine the facility with which attitudes of West African students and teachers towards the ‘modern’ approach in teaching can be expected to change. The first experiment involved teachers in Sierra Leone and Nigeria, who had been trained at the University College of Sierra Leone. Their attitudes towards the modern approach in the classroom were compared with those of groups of British, American and African teachers in Sierra Leone and England by means of a Likert type attitude scale. A statistically significant favourable difference was found between their responses and those of all other groups with whom they were compared. In the second experiment, graduate and under‐graduate groups of students in Zaria responded to the same scale at the commencement and end of their respective courses in Education. All groups showed a significant gain over their previous scores.
LINEAR AND SKIP‐BRANCHING PROGRAMMES: A COMPARISON STUDY*
Authors: HARTLEY JAMES
Published: May 2011

Summary. The results of a comparison between a skip‐branching and a linear programme designed to teach logarithms to secondary modern school pupils, indicated an initial superiority for the branching programme which disappeared on retest, two weeks later. The test and retest results of the branching programme correlated significantly with intelligence; those of the linear programme did not. Analysis showed that the branching programme catered as well for the lower ability pupils as did the linear one, but that higher ability pupils profited more from the branching than from the linear programme. There was no difference between the times taken to work through the programmes, but there was in error‐rate. Attitudes towards the two programmes were similar: at first they were highly favourable, but later, much more neutral.
THE EFFECT OF LOGIC INSTRUCTION ON THE VALENTINE REASONING TEST
Authors: ELTON CHARLES F.
Published: May 2011

Summary. Students taking a sophomore course in logic and students taking a sophomore course in applied psychology were administered the Valentine Reasoning Test during the first and last weeks of the semester. A test was made of the null hypothesis that there would be no difference in the test score due to type of instruction. The null hypothesis could not be rejected. The implication for the use of this test in the admission of advanced transfer students is indicated.
A FOLLOW‐UP OF TEACHERS FIVE YEARS AFTER COMPLETING THEIR TRAINING
Authors: Wiseman S. , Start K. B.
Published: May 2011

Summary. Biographical questionnaires were completed by 248 teachers who had qualified at seven colleges and one university department within one a.t.o. in 1955. The subjects' head teachers provided confidential references which were treated by (a) content analysis, (b) independent rating by four judges. Quantified data from the references and from the questionnaires were inter‐correlated and factor analysed. Separate analyses were made for teachers in different types of school. The first eight factors were subject to a varimax rotation. Four common factors emerged: headmaster's opinion of the teacher, attainment on training course, attendance at courses, and satisfaction with teaching. Little correlation was found between college assessment and the various criteria of success in the profession.
A STUDY OF THE EFFECTS OF INSTRUCTIONS IN A MULTIPLE‐CHOICE MATHEMATICS TEST
Authors: TAYLOR P. H.
Published: May 2011

Summary. A moderately speeded, moderately difficult multiple‐choice mathematics test was set under three different instructions to three random samples of 15‐year‐old pupils of average and above average ability. The aim of the instructions was to dispose the pupil so as to inhibit his propensity to guess (A), to encourage it (C), and to be neutral in respect to guessing (B).

Analysis of variance of both raw and corrected scores showed there to be no significant effect attributable to instructions either in the whole test or in the earlier or later part of the test. The instructions affected the pupils' item response pattern. There were fewer omits and unfinished' items than would be expected by chance arising from the inhibiting instructions (A), more from the instruction encouraging guessing (C) and the level expected by chance from the neutral instructions (B). The concurrent validity was not significantly affected by the instructions.
TOWARDS A RATIONALE FOR TESTING ATTAINMENTS AND ABILITIES IN AFRICA
Authors: IRVINE S. H.
Published: May 2011

Summary. A brief review of recent research in Africa in the field of cognitive measurement is followed by a discussion of the central issue of test score meaning in testing educational skills and aptitudes. Influences on test score meaning are hypothesised, among them sex differences and role relationships. A major influence is the quality of school attended. Two factor analyses are reported in an attempt to clarify the application of traditional constructs in the mapping and prediction of educational skills. They indicate that constructs like ‘ g,’ ‘ v. ed.’ and ‘ n ’ may have legitimate psychological meaning in non‐western cultures. To assess the comparative validity of the same test used on different cultural groups, item difficulties for Raven's Progressive Matrices between British and African groups were correlated. The resulting rank correlation (.695) was taken as prima facie evidence that the test scores were only partly comparable, but encouraged using the Raven as a ‘ g ’ reference axis in factor analysis.

The results quoted were gained from a representative sample of over 1,600 African eight‐year educated children in Southern Rhodesia, and from a follow‐up group of 291 from the same sample in Form I (nine‐year educated). In addition, concurrent validities with primary school headmasters' estimates, using combinations of traditional and experimental tests, were in the region of .90 while multiple correlations of .70, uncorrected for range restriction, were gained with a Form I multiple criterion. These correlations were achieved by selecting varieties for regression analysis with reference to the factor analyses carried out, in an attempt to check the psychological meaningfulness of the factor solutions.
THE HAPPINESS OF PUPILS IN CO‐EDUCATIONAL AND SINGLE‐SEX GRAMMAR SCHOOLS: A COMPARATIVE ASSESSMENT
Authors: DALE R. R.
Published: May 2011

Summary. A questionnaire was administered to some 1,500 ex‐pupils of grammar schools, who were students in teacher training courses. It included questions on the pleasantness of the school atmosphere, the happiness of life in school, and the preference for mixed or single‐sex schools. The sample is admittedly not representative of all types of ex‐pupils. The differences found between the co‐educated women and women from girls' schools were highly significant with regard to the pleasantness of the school atmosphere and the happiness of life in school, whereas the differences between the men's groups were not significant. Men and women educated in mixed schools were almost unanimous in their favour, whereas those from single‐sex schools were very divided.
THE PREDICTION OF VOCATIONAL SUITABILITY FROM SECONDARY MODERN SCHOOL RECORD CARDS
Authors: EYRE JOHN H.
Published: May 2011

Summary. Quantitative assessments of the school, employment and further education records of over 400 secondary modern school boys and girls were intercorrelated and subjected to factor analysis. Significant relationships were found between school performance, employment and further education variables and the faotor analysis emphasized the importance of ‘personality’ variables in connection with girls' employment. An attempt was made to assess the value of the various record card items for the prediction of vocational suitability by studying their correlation with the important variable, employment score. It was concluded that subject assessments were the most useful and in this connection the ‘academic’ subjects seemed preferable to the ‘practical’ ones. Assessments involving groups of subjects were, perhaps, better still and there was evidence to suggest that an overall assessment of performance in a school year (particularly the third or fourth year) might well be the best indicator of all.
THE SOCIAL NEEDS AND SATISFACTIONS OF SOME YOUNG PEOPLE
Authors: MUSGROVE F.
Published: May 2011

Summary. Questionnaires completed by 367 young people between 14 and 20 in the industrial North, indicated the range and nature of the needs which they thought should be met by home, school, club and work, respectively, and the needs which they thought were, in fact, met. Two‐hundred‐and‐fifty subjects were members of mixed youth clubs (fifty were at work, 200 at school). Their responses on a sentence‐completion test were compared with the responses of fifty non‐club members who were at work and sixty‐seven who were at school.

Boys and girls, club members and non‐members, young workers and those still at school, all demanded predominantly ‘ expressive ’ functions of their homes: feeling at ease, wanted, loved and secure. Approximately a quarter of their demand referred to ‘ instrumental’ functions: character training, instruction in domestic and other skills, preparation for getting ahead in the world. Their demands were broadly satisfied, although some 10 per cent, of club‐members' statements referred to frustrations and restrictions at home. Less than 2 per cent, of non‐club members' statements about home were negative; and it seems possible that club members may often come from comparatively restrictive homes.

The club was expected to provide mainly ‘expressive’ satisfactions, and did so. Only 6 per cent, of members' statements referred to frustrations. Both work and school were expected to be almost equally ‘ expressive ’ and ‘ instrumental.’ The instrumentality of work was seen mainly in terms of character/independence training. Sohool massively failed to fulfill the expressive functions expected of it—particularly the grammar school. But club members were more frustrated by school than non‐club members; and again, it seemed that the club might be an important source of ‘ expressive ’ satisfactions denied elsewhere. The predominantly negative self‐concepts of some grammar‐school sixth‐formers, who were independently investigated, were in line with the need‐frustrations which grammar school pupils appeared to suffer.
DESIRABILITY RESPONSE SET IN CHILDREN
Authors: EYSENCK SYBIL B. G. , SYED I. A. , EYSENCK H. J.
Published: May 2011

Summary. The junior form of the Eysenck Personality Inventory, measuring extraversion, neuroticism and tendency to lie, was administered to two groups of children totalling 575, both boys and girls, ranging in age from 11–15. Children in the control group were tested and retested under identical instructions; children in the experimental group were tested under standard instructions but retested under instructions to ‘ fake good.’ As predicted there were highly significant changes in the experimental group towards greater lying and less neuroticism; there were no changes in extraversion as compared to the control group. Test/retest reliability in the experimental, as compared with the control group, were slightly lower for extraversion, considerably lower for neuroticism and very much lower for the lie scale. The results were interpreted as giving evidence that social desirability response set was unlikely to have accounted for more than a small portion of the variance in the original test scores.
EXTRAVERSION, NEUROTICISM AND ACADEMIC PERFORMANCE AMONG GHANAIAN UNIVERSITY STUDENTS
Authors: KLINE PAUL
Published: May 2011

Summary. Eysenck's Personality Inventory (E.P.I., 1964) was given to first‐year students at the University College of Science Education, Cape Coast, Ghana. Their scores on this test were related to the only common academic measure among them—the intermediate examination in arts. Extraversion was found to be correlated significantly and negatively with success in this examination while neuroticism, though also negatively related, failed to reach significance.
THE RELATIONSHIP BETWEEN LEVEL AND SPEED ON TWO INTELLIGENCE TESTS
Authors: YATES AUBREY J.
Published: May 2011

Summary. A group of first year engineering students was given the Progressive Matrices (1947) with initial and final time limits; the Nufferno Level test, with a time limit; and an objective (mathematical) test with initial and final time limits. As in a previous study, the Matrices test revealed a slow‐working group which was handicapped by the time limit. On the Level test, this group completed fewer items within the time limit, but obtained as a high a Level score as the faster‐working students. The group was shown to be handicapped by the time limit placed on the objective test. The implications of these results for university selection procedures, and the relevance of the personality dimension of introversion‐extraversion as a possible explanatory factor for the group differences, are discussed.
THE RELATIONSHIPS BETWEEN INTELLIGENCE, ANXIETY, NEUROTICISM AND EXTRAVERSION
Authors: LEY P. , SPELMAN M. S. , DAVIES ANN D. M. , RILEY S.
Published: May 2011

Summary. This investigation is concerned with testing the hypotheses that the regression of intelligence test scores on anxiety and neuroticism is curvilinear, and in the form of an ‘inverted U,’ and that extra version is negatively correlated with intelligence. The results support neither prediction. The findings are discussed.
A COMPARATIVE STUDY OF VALUE JUDGMENTS OF ADOLESCENTS
Authors: HALLWORTH H. J. , WAITE G.
Published: May 2011

Summary. 155 boys and 128 girls in the fourth year of secondary school judged each of thirty‐six concepts on scales taken from Osgood's three dimensions. Preliminary analysis confirmed the factorial composition of the scales. For each subject one evaluative score was obtained on every concept and the scores were intercorrelated and factor analysed for boys and girls separately. Five principal components were extracted in each case, accounting for 57 per cent. of the variance. The axes were rotated successively to the Varimax and Promax criteria. The two sets of Promax factors are discussed in relation to the attitudes of adolescent boys and girls to success and ambition, school and authority, security, the opposite sex, parents and self. For each sex group two second‐order factors were obtained from the correlations between Promax factors. In each case, the larger was a general factor. For boys, the remaining second‐order factor was related to school and authority; for girls, it was a factor of reward, money and youth. The investigation demonstrates a procedure for determining the affective meaning of concepts important in the lives of adolesccent boys and girls.
THE EFFECT OF LECTURE TIME ON LEARNING
Authors: HOLLOWAY P. J.
Published: May 2011

Summary. Dental students were lectured alternately at the beginning and end of the day throughout a lecture series at which summary hand‐outs were available. They were tested by a multiple‐choice examination paper, and the results analysed statistically. There was no reliable evidence that the students' performance was better after attendance at the morning than at the afternoon lectures. However, they recorded significantly more correct responses to questions set on the lectures they attended than on those they missed.

As a group they showed no preference for the late rather than early lectures, although some students favoured the former while others favoured the latter.
SOCIAL AND EDUCATIONAL VARIABLES RELATING TO TEACHERS' ASSESSMENTS OF PRIMARY SCHOOL PUPILS
Authors: McINTYRE D. , MORRISON A. , SUTHERLAND J.
Published: May 2011

Summary. Teachers' ratings of the personality traits and attainments of their pupils were analysed according to the social class background of schools, age and experience of teachers, and teachers' opinions about education. Examination of the results of the principal components analyses and Varimax rotations showed that assessments were made on two main dimensions, but that the traits defining these dimensions differed according to the social class of the pupils, their sex, and the age and experience of the teachers. Assessments for girls were largely uniform across the different analyses, the first factor emphasising traits descriptive of good behaviour. For boys, however, there were considerable social class differences, both in the relative importance of factors and in the traits descriptive of the kind of pupil most worth taking trouble over. Teachers in middle class and mixed social class schools laid stress on traits descriptive of the pleasant and trustworthy pupil whilst those in urban and suburban working class schools showed particular concern for the pupils' attainments and attitudes to school. Assessments by older and more experienced teachers emphasised attainment and attitudes to work whilst those of younger teachers were primarily concerned with the good behaviour of pupils.
THE ROLE OF ERRORS IN LEARNING WITH FEEDBACK
Authors: ELLEY WARWICK B.
Published: May 2011

Summary. The extent to which errors interfere with efficient learning was examined in two experiments in which punchboards were used to provide immediate feedback. Rote and logical learning tasks were learned under varying and deliberately manipulated error rates. As predicted, rote learning efficiency was reduced under high error rates, and error repetition was considerable. With meaningful, non‐arbitrary tasks, however, initial error rates were unrelated to end‐test performance, and error repetition was uncommon. Implications were drawn for programmers and teachers.
WHAT IS THE WEIGHT OF AN EXAMINATION PAPER?
Authors: THYNE JAMES M.
Published: May 2011

Summary. Examiners are often advised that, if one examination paper is to have twice the weight of another, it is only by the former's having twice the S.D. of the latter that the required effect will be achieved. But precisely what is the effect which is called ‘having twice the weight’? And will doubling the S.D., in fact, achieve it? The answers call for a definition of Weight. Some established definitions are examined, and it is shown that, on these, doubling the S.D. will only rarely have the effect promised. A simple definition is proposed, which appears to be in accord with examiners' intentions, and which is such that a paper's weight is directly proportional to its S.D.
FAMILY ENVIRONMENT AND 11+ SUCCESS: SOME BASIC PREDICTORS
Authors: SWIFT D. F.
Published: May 2011

Summary. Our ability to analyse the socio‐cultural environment is vital to the development of research into the effects of social experience upon academic performance. This paper argues that, in the course of such development, there is an inevitable tendency to treat simple statistical predictors as indicators of causal mechanisms. An example of this problem is found in the way in which social class is often treated as a single experimental variable. In the present state of research sophistication it is better to treat social classes as social contexts within which particular factors may have special effects upon cognition and motivation. Analysis of sample data suggests that the effects of certain environmental variables are different in the different social classes.
THE TEACHER'S ROLE: A COMPARATIVE STUDY OF THE CONCEPTIONS OF COLLEGE OF EDUCATION STUDENTS AND HEAD TEACHERS
Authors: FINLAYSON DOUGLAS S. , COHEN LOUIS
Published: May 2011

Summary. A role definition instrument was constructed consisting of twenty‐two statements of expectations for teacher behaviour in four role sectors—organisation, general aims, motivation, and classroom management; 268 female student‐teachers and 183 head teachers of primary and secondary schools completed the role definition schedules. Mean response scores and measures of consensus were computed. Students were categorised by year of training and professional destination. Comparisons of responses within the student sample and between students and head teachers were made. Few significant differences were found between teachers of younger children and teachers of older children. A consistent pattern of change towards less authoritarian classroom behaviour was found to reach its peak in the second year students' responses. More traditional views were found in the third year group. In the student‐head teacher comparison widespread disparity between role expectations was found to exist in all four role sectors. These conflicting student and head teacher role expectations are discussed in terms of a college and a school frame of reference, and a dual‐phased process of teacher training.
THE EFFECTS OF THE ‘ELEVEN‐PLUS’ RESULT ON THE SUBSEQUENT CAREERS OF PUPILS
Authors: CAVE E. D.
Published: May 2011

Summary. The circumstances and prospects of candidates in the I.Q. range 113–116, in Belfast and Down, were investigated eight years after the selection examination at 11 plus. A comparison was made between the ‘qualified’ group (i.e., those selected for academic grammar school education) and the ‘unqualified’ group in four social classes. It was found that the influence of social class was such that, especially at the extremes of the social class range, ‘qualifying’ or ‘not qualifying’ had little significant effect. In the middle of the social class range the ‘qualified’ pupils tended to stay longer at school, to have higher scholastic attainments and to reach a higher occupational level.
THE INFLUENCE OF READING METHODS ON SPELLING
Authors: PETERS MARGARET L.
Published: May 2011

Summary. Two experiments were carried out to test the hypothesis that different methods and different media in the teaching of reading give rise to different kinds of spelling error. Comparisons were made between children taught to read by look‐and‐say and by phonic methods, and between children taught in traditional orthography (t.o.) and the initial teaching alphabet (i.t.a.). When the methods are ranked for vulnerability to particular types of error, a trend is revealed in which i.t.a. produces the fewest omissions, insertions and perseverations, the look‐and‐say method produces the fewest doubling errors, consonant substitutions, faulty auditory perceptions and homophones. Between these two extremes, lies the phonic method which gives fewest transpositions, vowel substitutions and the greatest number of reasonable phonic alternatives. Differences between the look‐and‐say and phonic methods are fully consistent with the differential emphasis placed upon their ‘perceptual’ and ‘rule‐following’ aspects. Differences between t.o. and i.t.a. are consistent with differences in economy of form. Breakdown of results by sex and I.Q. reveals significant differences in the lower I.Q. range. It is concluded that though overall spelling attainment is not affected, perceptual and rule‐following skills influence spelling in a way which may have important implications for remedial teaching.
ENVIRONMENTAL INFLUENCES ON RESPONSE TO QUESTIONNAIRES
Authors: SHIPMAN M. D.
Published: May 2011

Summary. Investigations employing interviews or questionnaires in organisations often ignore environmental influences on individual responses. Reasons behind answers to questionnaires were investigated in interviews and group discussions. Students concealed real attitudes because of the values paramount in the college being studied.
VARIABLES AFFECTING AESTHETIC APPRECIATION, IN RELATION TO AGE
Authors: RUMP E. E. , SOUTHGATE VERA
Published: May 2011

Summary. The pictorial interests and preferences of 7, 11 and 15‐year‐old children and of adults were investigated. Stimulus material consisted of seventy‐six varied items displayed in an art gallery. Some concordance was found, using three measures of appreciation. The 7 and 11‐year‐olds strongly preferred pictures realistically depicting familiar objects. Brightly coloured items were preferred by all age‐groups. Abstract paintings preferred by some older subjects were liked for their colouring. Comments mainly referred to objects represented, or were expressions of approval; 7‐year‐olds made some egocentrio remarks. Sex differences, especially marked for younger children, were found for some pictures. The stated preferences of an interviewer had a positive suggestibility effect, whereas the purported preference of a teacher had a negative effect on children's preferences.