bluuebunny/crossref_metadata_2025 huggingface dataset:
Does exposure and response prevention improve the results of group cognitive‐behavioural therapy for male slot machine pathological gamblers?
Authors: Jimenez‐Murcia Susana , Aymamí Neus , Gómez‐Peña Mónica , Santamaría Juan J. , Álvarez‐Moya Eva , Fernández‐Aranda Fernando , Granero Roser , Penelo Eva , Bueno Blanca , Moragas Laura , Gunnard Katarina , Menchón José M.
Published: May 2011

Introduction.  Cognitive‐behavioural therapy (CBT) seems to offer effective treatment for pathological gambling (PG). However, it has not yet been established which techniques yield the best results, or whether exposure and response prevention (ERP) techniques are of additional use.

Objectives.  To evaluate clinical and socio‐demographic characteristics of a PG sample at baseline, comparing cognitive‐behavioural group intervention, with and without exposure, with response prevention (CBT + ERP vs. CBT), to compare the results of therapy and to assess pre‐post changes in psychopathology between both groups.

Design.  We applied a quasi‐experimental design comprising intervention on the independent variable, but without random assignment.

Methods.  The sample comprised 502 males with PG, consecutively admitted to a specialist unit, who received standardized outpatient CBT group therapy in 16 weekly sessions. Scores on the Symptom Checklist‐Revised (SCL‐90‐R), the Temperament and Character Inventory‐Revised (TCI‐R), the South Oaks Gambling Screen (SOGS), and other clinical and psychopathological scales were recorded.

Results.  Pre‐post changes did not differ between groups, except for SCL paranoid ideation, being greater in the CBT therapy group. The risk of relapse during treatment was similar in the CBT + ERP and CBT patients. However, compliance with treatment was poorer in the CBT + ERP group, who presented higher drop‐out rates during treatment. Drop‐out during therapy was associated with shorter disorder duration and higher scores on the TCI‐R novelty seeking scale.

Conclusions.  Although the two CBT programs elicited similar therapy responses, patients receiving CBT alone showed higher adherence to therapy and lower drop‐out rates.
DIFFERENCES IN PERSEVERATION AMONG JEWISH AND ENGLISH BOYS
Authors: RANGACHAR C.
Published: May 2011

Résumé.

DES VARIATIONS DE PERSÉVÉRANCE CHEZ DES GARÇONS JUIFS ET DES GARÇONS ANGLAIS.

On démontre la nécessité d'examiner le rapport entre toute mesure proposée de la persévérance et d'autres variables, telles l'intelligence générale et la rapidité de l‘écriture. Pour cette raison l’étude des différences de race, qui se révèlent dans la persévérance, est une tâche compliquée, même s'il ne se présentait point la difficulté additionnelle de définir exactement le terme “race.”

On entreprit un examen préliminaire avec un petit groupe échantillon de garçons juifs et un autre de garçons anglais. On employa sept tests de persévèrance, chacun ayant une validité élevée. Les garçons juifs montrèrent une persévérance plus soutenue que les garçons anglais dans chacun des tests où la mesure de la persévérance consistait dans la différence entre l'efficience dans la première et la seconde partie de chaque test.

La légère supériorité des Juifs, en ce qui concerne l'intelligence, ne semble pas expliquer cette différence, car la mesure déjà citée de la persévérance était indépen‐dante de l'intelligence. Il paraît que l̂a cause principale de la différence soit la rapidité plus grande du groupe juif dans la première partie de chaque test. Au moyen de la formule de Spearman pour la corrélation des sommes et des variations on obtint une mesure de la persévérance indépendante de la rapidité dans la première partie de chaque test. Par conséquent les corrélations entre les tests se trouvent réduites, mais tendent encore à être positives.

Übersicht.

PERSEVERATIONSUNTERSCHIEDE BEI JÜDISCHEN UND ENGLISCHEN KNABEN.

Auf die Notwendigkeit wird hingewiesen, das Verhältnis zwischen irgend einer vorgeschlagenen Perseverationsprobe und anderen Variablen wie z. B. allgemeiner Intelligenz und Schnelligkeit im Schreiben zu untersuchen. Deswegen ist die Untersuchung von Perseverationsunterschieden bei den verschiedenen Volksstämmen eine komplizierte Aufgabe, auch wenn die weitere Schwierigkeit, den Ausdruck “Volksstamm” zu bestimmen, nicht entstände.

Eine vorhergehende Untersuchung bei kleinen “samples” (Teilmengen) wurde gemacht. Sieben Perseverationstests wurden benutzt; jeder besass einen hohen Grad der Zuverlässigkeit. Die jüdischen Knaben zeigten mehr Perseveration als die englischen Knaben bei jedem Test, wo der Perseverationsmassstab die Differenz zwischen der Zeistungsfähigkeit im ersten und im zweiten Teil jedes Tests war.

Die unbedeutende Überlegenheit der jüdischen Gruppe in der Intelligenz scheint diesen Unterschied nicht zu erklären, da obige Perseverationsprobe von der Intelligenz unabhängig war. Es stellte sich heraus, dass der Hauptgrund für den Unterschied der grösseren Schnelligkeit der jüdischen Gruppe im ersten Teil jedes Tests zuzuschreiben war. Mittels der Formeln Spearmans für die Korrelation von Ganzen und Differenzen bekam man einen von Schnelligkeit im ersten Teil jedes Tests unabhängigen Perseverationsmassstab. Infolgedessen werden die Interkorrelationen zwischen den Tests vermindert aber sie haben noch eine Neigung positiv zu sein.
THE PREDICTIVE VALUE OF INTELLIGENCE TESTS FOR SECONDARY EDUCATION
Authors: COLLIER J. W.
Published: May 2011

Résumé.

LA VALEUR PROPHÉTIQUE DES TESTS D'INTELLIGENCE POUR L'ÉDUCATION SECONDAIRE.

On décrit les moyens adoptés par le comté de Northumberland pour suivre à travers l‘école secondaire le progrès des élèves admis en 1926 sur les résultats d'un examen cómprenant l'Arithmétique, l'Anglais, et un Test d'Intelligence, et pour comparer leur position scolaire au bout de cinq ans, avec leur accomplissement dans l'examen d'admissibilité. On donne les coëfficients de corrélation pour chacune des trois parties de l'examen aussi bien que pour l'ensemble, et, au moyen des “corrélations partielles” on estime la valeur relative des différentes parties. La conclusion la plus importante c'est que l’épreuve en Arithmétique, sauf en ce qui concerne les aptitudes éprouvées par l‘épreuve d'Anglais ou le test d'Intelligence, n'avait que très peu de valeur, et que le Test d'Intelligence était la partie la plus efficace de l'examen.

Übersicht.

DIE BEWÄHRUNG DER INTELLIGENZPRÜFUNGEN IM HÖHEREN ERZIEHUNGSWESEN.

Es werden die Anordnungen geschildert, die in der Grafschaft Northumberland getroffen wurden, um die 1926 auf Grund eines Examens im Rechnen und in englischer Sprache und einer Intelligenzprüfung aufgenommenen Schüler zu beobachten und um ihre Leistungen nach fünf Jahren mit denen in der Aufnahmeprüfung zu vergleichen. Die Korrelationkoeffizienten für jeden der drei Teile der Prüfung und für die Prüfung als Ganzes werden gegeben, und durch “Teilkorrelationen” wird der Wert der verschiedenen Teile der Prüfungen geschätzt. Die hauptsäch‐lichsten Folgerungen sind, dass die Rechenprüfung—abgesehen von dem, was durch den englischen Test oder die Intelligenzprüfung geprüft wurde‐von geringem oder keinem Wert war, und dass die Intelligenzprüfung deutlich als der wirksamste Teil der Prüfung erschien.
PROGRESS THROUGH A SECONDARY SCHOOL AS MEASURED BY SCHOOL MARKS
Authors: SANDON F.
Published: May 2011

Résumé.

LE PROGRÈS DANS UN LYCÉE ANGLAIS MESURÉ PAR LES NOTES SCOLAIRES.

On propose une méthode d'utiliser les notes trimestrielles, calculées d'après les procédés ordinaires des lycées, pour examiner certains problèmes. De l'analyse des notes de 219 garçons (1401 chiffres) et de 182 jeunes filles (1183 chiffres) les conclusions suivantes s'imposent, parmi d'autres:

Il existe une corrélation élevée entre les résultats des trimestres successifs chez l'individu.

Les élèves moins âgés tendent à rattrapper leurs aînés.

Il y a une corrélation si élevée entre frères dans les notes scolaires que la parenté est le critérium le plus sûr pour prédire le succès scolaire.

On examine les effets variés des influences pédagogiques sur des élèves, différant quant à l'âge d'entrée, au sexe, à l'aptitude innée. On ne découvre aucun moyen sûr de prédire le succès (sauf 3 ci‐dessus), mais l'entrée le plus jeune possible semble s'indiquer.

Zusammenfassung.

ZENSUREN ALS MASSTAB DES WEITERKOMMENS IN EINER ENGLISCHEN HÖHEREN SCHULE.

Eine Méthode wird vorgeschlagen, wodurch man die im gewöhnlichen Schulgang gesammelten Semesterzensuren gebrauchen kann, um gewisse Probleme zu untersuchen. Aus einer Analyse der von 219 Knaben (1401 Neueintretende) und 182 Mädchen (1185 Neueintretende) gewonnenen Zensuren an einer Koedukationsschule ergaben sich u.a. folgende Schlüsse:

Es besteht eine hohe Korrelation zwischen aufeinanderfolgenden Semesterleistungen irgend eines Individuums.

Hâufig holen die jüngeren Schüler die älteren ein.

Es gibt eine so hohe brüderliche Korrelation bei Schulzensuren, dass Blutsverwandtschaft das nächste Kriterium ist, um Erfolg in der Schule zu prophezeien.

Die verschiedenen Wirkungen von Lehreinflüssen auf Kinder verschiedenen Eintrittsalters, Geschlechts, und angeborener Fàhigkeit wird untersucht. Keine zuverlässige Methode, um Erfolg vorherzusagen (ausser (3) oben), lässt sich entdecken, aber früher Eintritt scheint ihn wohl anzudeuten.
A NEW INSTRUMENT FOR RECORDING HANDWRITING PRESSURE
Authors: VERNON P. E.
Published: May 2011

Résumé.

UN INSTRUMENT NOUVEAU POUR ENRÉGISTRER LA PRESSION DE L'ÉCRITURE.

L'enrégistrement de la pression de l'écriture qui a une certaine signification dans plusieurs branches de la psychologie s'est fait jusqu' ici surtout au moyen de l'appareil d'équilibre Kraeplin. Dans d'autres cas on a employé un instrument du type style. Ces deux techniques montrent différents désavantages, mais un type nouveau de style, qu'on décril en détail dans cet article, donne des résultats relativement bons.

Zusammenfassung.

EIN NEUES INSTRUMENT ZUM MESSEN DES DRUCKES DER SCHREIBENDEN HAND.

Kurven des Druckes der schreibenden Hand, die auf vielen Gebieten der Psychologie von Bedeutung sind, hat man bisher hauptsächlich durch die Kraepelin'sche Schreibwage erreicht. Auch wurde ein Kurvenschreiber benutzt. Beide Methoden leiden an verschiedenen Nachteilen, aber eine neue Art Kurvenschreiber, der in dieser Abhandlung ausführlich geschildert wird, ist verhältnismässig zuverlässig.
THE APPLICATION OF SIX GROUP INTELLIGENCE TESTS TO THE SAME CHILDREN, AND THE EFFECTS OF PRACTICE
Authors: RODGER ALLAN G.
Published: May 2011

Résumé.

DE L'APPLICATION DE SIX TESTS GROUPÉS D'INTELLIGENCE A UN SEUL GROUPE D'ENFANTS.

L'on appliqua à soixante‐seize élèves, ǎgés de 11 + ou de 12 +, six tests groupés d'intelligence, par intervalles de quinze jours. Le I.Q. moyen était 102.8 et l'écart étalon 14.63. Les corrélations des tests entre eux se trouvaient toutes entre 0.84 et 0.90.

Les enfants dont le I.Q. était 80 augmentèrent ce I.Q. d'un demi point d'un test au suivant; ceux dont le I.Q. était 100 et 120 l'augmentèrent d'un point et d'un point et demi respectivement.

La variation moyenne du I.Q. pour un seul enfant était 2.8 points, mais elle était plus basse pour les enfants peu doués et plus élevée pour les intelligents. La variation totale du I.Q. pour un seul enfant dans les six tests était considérable, la moyenne étant 10 points, le maximum 24.

Zusammenfassung.

DIE ANWENDUNG VON SECHS GRUPPENINTELLIGENZTESTS BEI DENSELBEN KINDERN.

Sechsundsiebzig Schüler entweder über 11 oder über 12 Jahre alt, erhielten in Abständen von je 14 Tagen sechs Gruppenintelligenztests.

Der Durchschnittsintelligenzquotient war 102, 8 und die Standardabweichung des Intelligenzquotienten war 14,63.

Die Interkorrelationen der Tests befanden sich alle zwischen 0,84 und 0,90.

Kinder mit dem Intelligenzquotienten 80 schnitten mit einem halben Punkt des Intelligenzquotienten von Test zu Test besser ab: Kinder mit 100 und 120 zeigten eine Besserung von einem Punkt bzw, anderthalb Punkten.

Die Mittelschwankung des Intelligenzquotienten für ein einzelnes Kind war im Durchschnitt 2,8 Punkte vom Intelligenzquotienten, aber für weniger intelligente Kinder war sie geringer und für begabtere grösser.

Der ganze Umfang des Intelligenzquotienten eines Kindes für die sechs Tests war beträchtlich und war im Durchschnitt 10 Punkte. Der grösste erreichte Umfang war 24 Punkte.
CONTRIBUTIONS CONCERNING MENTAL INHERITANCE; I—Of Intelligence
Authors: CATTELL RAYMOND B. , WILLSON J. LESLIE
Published: May 2011

Résumé

UN ARTICLE RELATIF À L'HÉRITAGE DE L'INTELLIGENCE.

L'on appliqua des tests d'intelligence aux parents et aux enfants de cent une familles, les tests étant adaptés en chaque cas à l'âge et au niveau d'instruction de l'individu. Des coefficients de corrélation, corrigés quant aux anomalies de l'échantillonnage et à l'atténuation, furent établis entre parents et enfants, un parent et un enfant, mari et femme et entre jumeaux. Ces coefficients furent calculés et sur les données originelles et sur des données corrigées quant à la baisse, due à l'âge, des points obtenus par les adultes dans les tests.

Il suit une discussion de l'influence du milieu sur le I.Q., qui conclut que la corrélation de 0.9 entre la moyenne des deux parents et celle des enfants d'une famille s'explique en grande partie par l'hérédité. L'on suggère un coefficient de regression pour calculer l'intelligence probable de la moyenne des enfants en partant de l'intelligence connue des parents.

Zusammenfassung

BEITRÄGE ZUR VERERBUNG GEISTIGER ANLAGEN. 1.—ÜBER DIE INTELLIGENZ.

Intelligenzprüfungen wurden Eltern und Kindern bei 101 Familien gegeben. In jedem Falle wurden die Prüfungen dem Alter und dem Bildungsgrad des Einzelnen angepasst. Korrelationskoeffizienten, die für anomale Proben und für Wertverminderung verbessert worden waren, wurden zwischen Eltern und Kindern, zwischen einem Vater (oder einer Mutter) und einem Kind, zwischen Gatte und Gattin, und Brüdern und Schwestern berechnet. Diese Koeffizienten wurden nach den ursprünglichen Grundlagen und denen, worin die Altersabnahme in den von Erwachsenen bei den Intelligenzprüfungen erzielten Resultaten ausgeglichen worden war, ausgearbeitet.

Es folgt eine Besprechung des Einflusses der Umgebung auf den Intelligenzquotienten, wobei der Schluss gezogen wird, dass die Korrelation von 0,9 im Elterndurchschnitt und im Kinderdurchschnitt hauptsächlich auf die Vererbung zurückzuführen ist. Ein Repressionskoeffizient, mit dem man die wahrscheinliche Intelligenz des kinderdurchschnitts auf Grund der bekannten Intelligenz des Vaters orer der Mutter berechnen kann, wird gegeben.
A FURTHER STUDY OF THE COMPARATIVE INTELLIGENCE OF CHILDREN IN CERTAIN BILINGUAL AND MONOGLOT SCHOOLS IN SOUTH WALES
Authors: BARKE ETHEL M. , WILLIAMS D. E. PARRY
Published: May 2011

Résumé.

UNE AUTRE ÉTUDE DE L INTELLIGENCE RELATIVE DES ENFANTS DANS CERTAINES ÉCOLES À DEUX LANGUES, ET À UNE LANGUE AU SUD DU PAYS DE GALLES.

On établit une comparaison des résultats relatifs des enfants bilingues et des monoglottes, habitant des régions à l'industrie minière, dans deux tests verbaux et un sans langage, et aussi dans des tests de vocabulaire. Un des tests d'intelligence et un de vocabulaire furent appliqués en gallois aux enfants bilingues.

Dans le test sans langage les deux groupes se montrèrent à peu près égaux; dans les autres tests les enfants bilingues étaient inférieurs aux monoglottes et il semblait que leur infériorité fût due, jusqu'à un certain degré, aux limitations de leur vocabulaire dans toutes les deux langues.

Un groupe bilingue, tiré de deux écoles ayant une population mixte, parlant anglais et gallois, bien que légèrement supérieur aux autres dans le test de vocabulaire gallois (et dans le test anglais et les tests sans langage) était nettement inférieur dans le test en gallois. Ce fait suggère que certains facteurs, autre que le vocabulaire, mais ayant quelque rapport avec le langage, déterminèrent leur accomplissement dans ce test d'intelligence.

Zusammenfassung.

EINE WEITERE UNTERSUCHUNG DER VERGLEICHENDEN INTELLIGENZ VON KINDERN AN GEWISSEN ZWEISPRACHIGEN UND EINSPRACHIGEN SCHULEN IN SÜDWALES.

Es wird ein Vergleich angestellt zwischen den korrespondierenden Leistungen von zweisprachigen und einsprachigen Kindern aus zwei Bergwerksgebieten mit zwei Wort‐und einem Nicht‐Wort‐Intelligenztest und auch mit Wortschatztests; den Zweisprachigen wurden in wallischer Sprache ein Intelligenz‐und ein Wortschatztest gegeben.

Beim Test ohne Sprache zeigten sich die beiden Gruppen als annähernd gleichstehend, bei den anderen Tests standen die Zweisprachigen tiefer als die Einsprachigen, und es ergab sich, dass ihre Unterlegenheit bei den Wortintelligenztests in gewissem Grade von den Beschränkungen ihres Wortschatzes in beiden Sprachen herrühte.

Eine zweisprachige Gruppe, die aus zwei Schulen mit einer gemischten englisch‐ und wallisischsprechenden Bevölkerung genommen wurde, war entschieden tieferstehend in der wallisischen Intelligenzprüfung, obgleich sie den anderen zweisprachigen im wallisischen Wortschatztest (und im Test in englischer Sprache und in den Intelligenzprüfungen ohne Sprache) etwas überlegen war. Dies weist darauf hin, dass vom Wortschatz unabhängige, aber mit der Sprache verbundene Faktoren ihre Leistung in dieser Intelligenzprüfung bedingten.
GENERAL KNOWLEDGE AND INTELLIGENCE*
Authors: INMAN DOROTHEA M.
Published: May 2011

Résumé.

LE RAPPORT ENTRE LES CONNAISSANCES GÉNÉRALES ET L'INTELLIGENCE.

L'on fit passer deux examens parallèles sur les connaissances générales à 201 garçons et filles, élèves de deux écoles secondaires mixtes de la banlieue de Londres, et d'un lycée de jeunes filles et d'une école préparatoire de garçons dans un quartier où demeurent des gens aisés. L'on établit les corrélations entre les résultats de cet examen, ceux d'un test collectif et les notes scolaires. La corrélation moyenne remarquée entre l'âge intellectuel et les connaissances générales était de ·45, entre les connaissances générales et les travaux scolaires de ·41 et entre l'âge intellectuel et les travaux scolaires de ·27.

Une étude de cas individuels suggère que le niveau de développement social était un facteur dans l'acquisition des connaissances générales dans lesquelles l'enfant mal‐ajusté se montrerait probablement défectueux.

L'on trouva les garçons supérieurs aux filles dans tous les groupes d'âge étudiés; cette différence peut s'attribuer en partie à des différences dans le milieu en dehors de l'école et dans l'attitude vers le choix d'une profession.

Zusammenfassung.

DAS VERHÄLTNIS ZWISCHEN ALLGEMEINEN KENNTNISSEN UND DER INTELLIGENZ.

201 Knaben und Mädchen zwischen zwölf und fünfzehneinhalb Jahren aus zwei koedukationeilen höheren Schulen in den Vororten Londons, aus einem Mädchenlyzeum, und aus einer privaten Knabenvorschule in einem wohlhabenden Wohnviertel unterzogen sich einer Prüfung in allgemeinen Kenntnissen. Die Ergebnisse wurden mit einem Gruppenintelligenztest und mit den Schulleistungen verglichen. Die beobachtete Mittelkorrelation zwischen geistigem Alter und Kenntnissen ergab sich als, 45, zwischen Kenntnissen und Schulleistung, 41, und zwischen geistigem Alter und Schulleistung, 27.

Falluntersuchungen wiesen darauf hin, dass gesellschaftliche Reife einen Faktor in der Erwerbung umfangreicher allgemeiner Kenntnisse bildet, worin das sich schlecht einfügende Kind wohl unzureichend sein wird.

Man entdeckte, dass die Knaben bei allen untersuchten Altersgruppen den Mädchen in allgemeinen Kenntnissen überlegen waren: dieser Unterschied liegt zum Teil an den Unterschieden in der Umgebung ausserhalb der Schule und zum Teil an Beweggründen, die mit der Berufswahl zusammenhängen.
CONTRIBUTIONS TO INTELLIGENCE TESTING AND THE THEORY OF INTELLIGENCE
Authors: MILES T. R.
Published: May 2011

Summary.— In offering what purport to be definitions of intelligence, psychologists do not always seem to have worked out what sense of the word ‘definition’ they have in mind. Six possible senses of the word ‘definition’ are here distinguished. Each sense is then discussed with special reference to the problem of defining intelligence. In the light of the distinctions made, the definitions of intelligence offered by Wechsler and Burt are critically examined from the point of view of methodology.
VARIABILITY IN ATTAINMENT
Authors: KEMP LESLIE C. D.
Published: May 2011

Summary.

Growing out of an earlier investigation into certain factors associated with level of attainment in junior schools, a subsidiary study has been made of the variability in attainment within schools.

Highly significant differences in spread of attainment scores within schools have been found.

Lack of interest in school appeared to be the only characteristic (of those considered) associated with greater variability in attainment in all the school subjects tested.

Variability in attainment in what have been called the rote subjects appeared to be greater in schools where, in addition to a lack of interest, there was a lower level of intelligence, socio‐economic status, and morale, with a progressive rather than traditional type of organisation. These schools tended to be housed in older types of buildings with larger playground space per pupil.

Less definite indications were found that variability in the comprehension subjects tended to be greater in schools where the children, in addition to showing lack of interest, came from homes of higher socio‐economic status. These schools tended to be large.

There is a suggestion that a more progressive kind of school organisation permits greater variability in rote attainment, while the more traditional or formal kind of organisation tends to lead to more homogeneous achievement.

Size of class appears not to be associated with variability in attainment.
SOME NON‐INTELLECTUAL CORRELATES OF SUCCESS AND FAILURE AMONG UNIVERSITY STUDENTS
Authors: HOPKINS J. , MALLESON N. , SARNOFF I.
Published: May 2011

Summary.— An investigation was carried out among past students of University College, London, attempting to discover if there was any association between academic achievement and various social and psychological factors. The chosen criterion of success was graduation with or without delay. A questionnaire was sent to all the students of the College who, having entered for a degree course between 1948 and 1951, had eventually left without obtaining a degree. A similar questionnaire was sent to a control group of graduates. The analysis indicated a relationship between the criterion and each one of the following:

Type of school attended.

Possession of a grant or scholarship.

Parents' education.

General health (as reported by the student).

Personal and social relationships.

Eventual occupation.

Motivation, as estimated by: Reasons given for choosing the college; Interest in subject of study; Age at choice of career.
THE SPEECH AND LANGUAGE DEVELOPMENT OF 5‐YEAR‐OLD CHILDREN
Authors: SAMPSON OLIVE C.
Published: May 2011

Summary.

The aim of this research was to continue the study of speech development reported in 1956. The same fifty children (twenty‐five boys and twenty‐five girls), representative of all elements in the community, were followed up at the age of 5 years. They were given Intelligence, Vocabulary and Language tests. Most were seen in school.

Every child had made progress and this progress appears to be related to his family's occupational status and his own general intelligence.

When the earlier and present ratings were compared, the correlation was positive but somewhat low.

There was some evidence in the performances of the 5‐year‐old children tending to indicate the boys' superiority in precision and the girls' in fluency of expression, but on the whole the sex differences were small.
A STUDY OF THE CONSERVATION OF SUBSTANCE IN THE JUNIOR SCHOOL CHILD
Authors: LOVELL K. , OGILVIE E.
Published: May 2011

Summary. Almost all the children in a Junior school were tested individually, along the lines initiated by Piaget, in an effort to trace the development of the concept of invariance of substance, and to establish the arguments used by children to justify their answers. The three stages in the development of the concept given by Piaget have been confirmed, and some children give reasons for conservation similar to those proposed by him. On the other hand, our evidence does not always agree with that of Piaget, nor does it enable us to prove or disprove the assumption that the child arrives at the concept of conservation because he is able to argue logically in concrete situations.
THE EFFECTS OF STREAMING IN THE PRIMARY SCHOOL
Authors: DANIELS J. C.
Published: May 2011

Summary. At the present time in England, there is a revival of discussion on the effects of ‘streaming’ children in the primary school, and on the effectiveness of ‘streaming’ procedures used in English schools. There is, however, a great dearth of experimental study of these questions, although there are some signs that this situation will soon be changed. This is the first of two papers by the present author on this subject. It reports the results of giving to English primary school teachers a questionnaire designed to determine their views on, and attitudes towards junior school ‘streaming.’ The second paper will report the results of an experimental study of the actual effects of streaming upon the intellectual and scholastic progress of junior school pupils.
AN INVESTIGATION INTO THE EFFECTS OF COACHING ON NON‐VERBAL TEST MATERIAL WITH EUROPEAN, INDIAN AND AFRICAN CHILDREN
Authors: LLOYD F. , PIDGEON D. A.
Published: May 2011

Summary. In the endeavour to compare the performances of children from different ethnic groups on standardised tests, carefully chosen samples of European, Indian and African children in Natal were given non‐verbal tests. Half the children in each group were then coached for two short sessions on the type of material employed in the tests and all children were then re‐tested.

The initial scores of the European children were greatly superior to both the Indian and Africans. However, the net coaching effect on the African children was twice that on the Europeans, while for the Indian children it was zero. Reasons for the differences between the ethnic groups are discussed and the conclusion drawn that the standardised test scores of children from different cultural backgrounds cannot be considered comparable, even after a period of familiarization.
READING SKILL AT EIGHT YEARS IN RELATION TO SPEECH AND OTHER FACTORS
Authors: SAMPSON OLIVE C.
Published: May 2011

Summary. This paper continues the longitudinal study of speech and language development in fifty children begun in 1956 and continued in 1959. The reading skill of these children is here the chief focus and this has been related to their earlier and present speech development. Other factors to which research has ascribed importance for their influence on reading have also been considered. The results showed an association between skill in the language aspects of speech and reading, but the contribution of the mechanical aspects of speech was unclear. Home influences, partly mediated through speech, were also found to contribute to skill and disability in reading, but personal maladjustment, though sometimes associated with reading failure and ‘under‐functioning,’ was not incompatible with success.
THE DEVELOPMENT OF FORMAL THINKING IN VERBAL COMPREHENSION
Authors: CASE DUNCAN , COLLINSON J. M.
Published: May 2011

Summary. This paper describes the results obtained by the investigators in their efforts to establish whether the inferences that secondary modern school children and pupils in further education draw in history, geography and literature texts correspond to the formal operational stage of reasoning as postulated by Piaget in his theory of mental development. Further, it was sought to provide answers to the following questions:

Do the results obtained correlate more closely with mental or chronological age?

Is there any significant sex difference shown in the results?

Do the results show any significant difference by age?
THE ESTIMATION OF READABILITY OF BOOKS OF LOW DIFFICULTY
Authors: McLEOD JOHN
Published: May 2011

Summary. The paper describes an experimental procedure designed to provide a meaningful index of the readability of four elementary reading books.

Two hundred‐and‐fifty‐five children, whose reading ages had been assessed individually on a test of Word Recognition, were required to read thirty‐word extracts from each book. From the proportions of children at different reading levels who read an extract with not more than two mistakes, each book's readability, expressed as a threshold in the manner of the Constant Method of psychophysics, was calculated. Reliable readability levels were obtained for each book.

A second, parallel experiment, in which children's reading ages were assessed by a reading comprehension test, was also carried out. A sample of 375 children was used. Readability levels which agree substantially with the earlier estimates, were again obtained.

Readability levels of the books according to the Spache and Dolch formulae bore no consistent relationship to the experimental findings nor to each other.
CHANGES IN TERMAN‐MERRILL I.Qs. OF EDUCATIONALLY SUB‐NORMAL BOYS
Authors: RUSHTON C. S. , STOCKWIN A. E.
Published: May 2011

Summary. Test results on the Terman‐Merrill* 1937 revision of the Stanford‐Binet Intelligence Scale (Form L) were examined for 111 ‘educationally subnormal’ boys in a residential special school. A comparison between results on entry at the age of 7 years and above, and before leaving between 14 and 16 years, showed a deterioration in mean I.Q. scores, despite the fact that the Roberts‐Mellone† (1952) corrections were applied.

The proportion of ‘verbal subtests’ passed was consistently lower than the proportion of ‘non‐verbal’ tests', at all age levels.

The hypothesis that the deterioration in mean I.Q. scores between mean C.A. 9⅙ and 15½ years, was due partially to the increased verbal weighting on this test at the higher age levels, was examined and supported.

It was suggested that the test under consideration is unsuitable for the all‐round cognitive assessment of educationally sub‐normal‡ children. Suggestions were made for a more suitable type of test, and for further research on Terman‐Merrill (L).
THE EFFECT OF PRACTICE ON PERFORMANCE IN A READING ATTAINMENT TEST
Authors: NETLEY C. , RACHMAN S. , TURNER R. K.
Published: May 2011

Summary. Although it is highly desirable that educational progress should be assessed by means of standardised attainment tests, this procedure often encounters difficulties. The artificial inflation of re‐test results by practice effects is a particularly awkward problem. The present study was designed to measure the extent of this effect on parallel forms of a recently developed attainment test, namely the Neale Analysis of Reading Ability. It was found that this Test is of high reliability and is insensitive to practice effects.
DEVELOPMENTAL FEATURES OF BEHAVIOUR AND PERCEPTION
Authors: FISHER GERALD H.
Published: May 2011

Summary. Two experiments are reported. They are concerned with what have been described as:

The ‘non‐manipulation paradox,’ this being related to a stage in the development of haptic perception in which children of the age of about 2 1/2 years, when presented with objects or shapes for tactile examination, make little or no attempt to maximise the available information relating to their spatial configurations. Paradoxically, they are, nevertheless, able to identify by touch cues alone, many objects with extremely complex spatial configurations. In this experiment the textural characteristics of a group of objects was controlled, by carving models of them in wood. The results suggest that important cues for recognition of objects at this age are textural rather than spatial.

The ‘topological‐primacy hypothesis.’ Piaget and Inhelder (1956) argue forcibly that the achievement of a spatial co‐ordinate system which is essentially linear is not complete until the age of about 8 or 9 years. They interpret the findings of their haptic shape perception experiments as indicating a gradual development from using ‘primitive’ topological relationships to using linear or Euclidean relationships based upon a vertical—horizontal system of co‐ordinates. This hypothesis was considered in a situation similar to that used by Piaget and Inhelder, but within the framework of an entirely different expermental design. The results of this investigation appear to indicate that, when a response is available equally to each of the two shape categories under consideration, the ‘topological‐primacy hypothesis’ requires to be replaced by one of ‘linear‐primacy.’
SEX DIFFERENCES IN ATTITUDES AND ATTAINMENT IN JUNIOR SCHOOLS
Authors: WISENTHAL MILES
Published: May 2011

Summary. An investigation was carried out among 1,164 boys and 1,085 girls in single‐sex and mixed schools. Significant differences in favour of the girls were found in I.Q. attainment, and in attitude to school. It was also noted that attitudes to school grow more unfavourable from first to fourth form. Where there is a very substantial deterioriation in attitude there is a marked lack of improvement in attainment relative to I.Q.
CLASS INFLUENCES IN HIGHER EDUCATION
Authors: SANDFORD C. T. , COUPER M. E. , GRIFFIN S.
Published: May 2011

Summary. A survey by questionnaire, completed by 414 students at Bristol College of Science and Technology, and designed to provide a profile of student background and activity, was followed by interviews with ninety‐seven of these students. The interviews were concerned primarily with student motivation to higher education and especially with the influence of home background. Analysis revealed that there was a substantial proportion of students, largely from working class homes, whose parents were indifferent or hostile to their children's higher education, and for whom the C.A.T. formed the highest acceptable aspiration; that working class students who lacked family support for higher education and who had not been motivated to continue their education by school or peer groups, had formed this aspiration after experience in the work situation and had often received the necessary support from their firms; that some working class students found higher education in a sandwich course at a C.A.T. acceptable because of its job orientation, whereas a full‐time university course was not; and that lack of confidence and lack of knowledge were also factors inhibiting students whose families had no experience of higher education from applying to a university.
A COMPARISON OF THE PERFORMANCE OF SUMMER AND AUTUMN‐BORN CHILDREN AT ELEVEN AND SIXTEEN
Authors: ARMSTRONG H. G.
Published: May 2011

Summary. The performance of a complete age group of some 24,000 children on standardised tests at the age of 11 was examined to determine whether they discriminated in favour of Autumn, as compared with, Summer‐born children. No significant difference was found. A similar comparison was made at the Ordinary Level of the General Certificate of Education and again no difference in performance was evident. This obtained no matter what form of organisation prevailed in the school. A further comparison was made between children in urban and rural areas at 11 under test‐free conditions. This revealed that Summer‐born children in large urban schools were at a disadvantage in comparison with those in small rural schools.
THE SECULAR TREND IN PUBERTY: HAS STABILITY BEEN ACHIEVED?
Authors: POPPLETON PAMELA K. , BROWN P. E.
Published: May 2011

Summary. An investigation is described in which data concerning the age of menarche were obtained from a sample of girls in three West Riding schools. Every care was taken to ensure the accurate reporting of this event. When the figures were compared with those obtained earlier from a closely similar group, a discrepancy of six months in the median age was noted. This is explained in terms of an artifact resulting from the method of reporting the event. When the more recent figures were compared with data obtained from other surveys conducted in the last sixteen years, no consistent secular trend was revealed.
CREATIVITY AND INTELLIGENCE*
Authors: CROPLEY A. J.
Published: May 2011

Summary. A battery of thirteen tests, six ‘ convergent ’ and seven ‘ divergent,’ was administered to 320 Grade Seven children and the ‘ divergent’ tests scored for originality. Correlations were then subjected to principal axis factor analysis. The results indicated that the two largest factors were denned by ‘ convergent’ tests and ‘ divergent’ tests, respectively. These factors were subjected to both orthogonal and oblique rotations and it was found that, although the ‘ divergent’ tests indicated a separate factor, creativity, it showed a significant correlation with the factor denned by the more normal tests of intelligence, amounting in this study to .514.
WHAT CAN PERSONALITY AND MOTIVATION SOURCE TRAIT MEASUREMENTS ADD TO THE PREDICTION OF SCHOOL ACHIEVEMENT?
Authors: CATTELL R. B. , SEALY A. P. , SWENEY A. B.
Published: May 2011

Summary. Intelligence (fluid‐culture fair, and crystallized‐traditional tests), fourteen primary personality factors (on the HSPQ), and fifteen dynamic structure factors (on the School Motivation Analysis Test), were measured on five samples of seventh and eighth grade children (Total N = 563) involving (with the achievement test), eight hours of testing.

Each of the three modalities of predictor accounted for about a third of the criterion variance, and since each has its own space, they together accounted for almost three‐quarters of the observable variance, leaving one‐quarter for environmental influences and accidents outside the child. The nature of the personality and motivation correlations, e.g., positive relations with super ego and self sentinlent factors, negatively with sensuality and pugnacity ergs, fits general motivation theory. Counsellers could thus increase predictive power by adding personality and motivation measures to the current ability tests.
THE EFFECT OF RESTRICTION OF RANGE UPON CORRELATION COEFFICIENTS
Authors: WISEMAN STEPHEN
Published: May 2011

Summary. A recent paper by Swift reports correlations between social class and various educational measures, and shows that restricting the range of the social class measure may increase the correlation above that for the whole range. This is contrary to the general expectation of shrinkage described in the statistics text books. This paper shows that this is far from an isolated case, and lists some other examples. The relevance of this phenomenon to experimental design in educational psychology is discussed.
A VALIDATION OF THE HARRIS‐GOODENOUGH TEST
Authors: STRÜMPFER D. J. W. , MIENIE C. J. P.
Published: May 2011

Summary. Scores on the Harris‐Goodenough point scales were studied in a group of seventy‐nine children (mean age 11 ·44 years). Various kinds of reliability proved to be acceptably high. Criterion measures were an individual and a group intelligence test, scholastic achievement tests, a paper‐and‐pencil dexterity test, the HSPQ, examination marks, rankings by teachers, and father's occupation. Validity coefficients ranged from low to moderate. The scales were poorer predictors of scholastic performance than conventional intelligence tests. Scores were not related more to non‐verbal than to verbal performance. The only HSPQ scale which showed significant correlations was one indicative of a phlegmatic temperament.
ACADEMIC MOTIVATION AND SCHOOL ATTAINMENT
Authors: ENTWISTLE N. J.
Published: May 2011

Summary. A twenty‐four item self‐rating inventory was constructed to assess academic motivation. Scores on the inventory were compared with teachers' ratings to give evidence of concurrent validity. A test‐retest reliability coefficient of + 0.83 was obtained with an interval of 2 1/2 months. The inventory was given to 2,707 Aberdeen 13‐year‐olds who had previously been given various intellectual tests. School attainment was measured from teachers' estimates scaled against a verbal reasoning test. The scores on the inventory were found to correlate more closely with school attainment than with reasoning ability. Academic motivation scores also distinguished between groups of children who had improved their academic performance after transfer and those who had deteriorated. This distinction could not be attributed simply to social class differences. Even within social class, ‘improvers' had significantly higher scores on the inventory than ‘deteriorators' which suggests that ‘academic motivation’ is not closely related to social class.
THE MEASUREMENT OF PARENTAL ATTITUDES AND THEIR RELATION TO BOYS' BEHAVIOUR
Authors: GIBSON H. B.
Published: May 2011

Summary. Separate attitude inventories for fathers and mothers relating to the upbringing of children, were used in a survey concerning 411 primary school boys representative of an urban, working‐class area. Analysis of responses produced scales of authoritarianism for both fathers and mothers, and a scale of under‐concern for mothers. Scores on these scales were found to be slightly related to bad behaviour in school and later delinquency on the part of the boys. The rate of parental response was rather poor, and it was shown to be significantly related to social handicap and educational and occupational status. Absence of completed inventories was found to be as much related to bad conduct and delinquency as were the attitude scales. The investigation explores the practicability of studying parental attitudes and relating them to objective criteria concerning children.
PERSONALITY IN PRIMARY SCHOOL CHILDREN
Authors: EYSENCK H. J. , COOKSON D.
Published: May 2011

Summary. Teachers' ratings of emotional stability, perseverance, sociability and impulsiveness were compared with ability and achievement scores, as well as with scores on the Junior Eysenck Personality Inventory. Analysis of variance and factor analyses were performed on some 4,000 male and female primary school leavers. The results show complex interrelations between ability and achievement variables, inventory variables, and parental status and other family variables. Teachers' ratings on extraverted behaviour patterns correlated well with inventory responses on the children; teachers' ratings of emotional stability did not correlate well with children's self‐ratings, possibly because of concentration of teachers on matters of school discipline and moral behaviour. Grammar school entrance was determined both by ability/achievement and by social status. For both boys and girls the pattern of inter‐relations was very similar.
SOME ASPECTS OF PERCEPTUO‐MOTOR DISABILITY IN 5½‐YEAR‐OLD CHILDREN
Authors: WEDELL K. , HORNE I. EDNA
Published: May 2011

Summary. 150 5 1/2‐year‐old children were given the Bender Gestalt Test. Using the Keogh and Smith scoring method, two groups were formed from the highest (H group) and lowest (L group) scoring children. Both groups were then given several perceptual and perceptuo‐motor tasks, designed to measure some of the component skills involved in pencil‐pattern copying. A standard scoring method was used in all except a matching task, in order to investigate and compare the pattern of inter‐dependence among the hypothesised component skills. It was found that this pattern differed in the H and L groups, and also within the L group. Both groups were followed up after 17 months, when the attainment of the H group in hand‐writing and spelling was found to be higher than that of the L group.
VERBAL RECEPTION, GUIDED DISCOVERY AND THE LEARNING OF SCHEMATA
Authors: ROWELL J. A. , SIMON J. , WISEMAN R.
Published: May 2011

Summary. Verbal reception and guided discovery techniques of teaching are compared in a classroom situation for effectiveness in promoting the formation of stable, usable, cognitive schemata in comparable groups of university students. The results indicate that explicit direction can produce performances superior to those resulting from a guided discovery approach for immediate recall, delayed retention and transfer. Tentative explanations of these findings are discussed.
CREATIVITY, VISUAL IMAGINATION AND SUGGESTIBILITY: THEIR RELATIONSHIP IN A GROUP OF 10‐YEAR‐OLD CHILDREN
Authors: McHENRY R. E. , SHOUKSMITH G. A.
Published: May 2011

Summary. An experiment is described in which 147 10‐year‐old children were tested for their creative ability. The same children were then placed in an experimental situation and exposed to peer suggestion. Results show that those children who were highly creative were very open to suggestion. Those measured high on visual imagination were not. It is concluded that by the nature of the creativity process itself, creative people are suggestible.
EFFECTS OF AGE AND INSTRUCTION ON COMBINATORY ABILITY IN CHILDREN
Authors: FISCHBEIN E. , PAMPU ILEANA , MINZAT I.
Published: May 2011

Summary. The aim of the study was to investigate the effect of direct instruction on the ability to handle permutations and arrangements, as an example of a problem at the level of formal operations. 60 Bucharest school children, 20 aged 10 years, 20 aged 12 and 20 aged 14, tested individually, were first asked to estimate the number of possible permutations with 3, 4 and 5 objects. Results showed that these subjective estimates improved with age, with a threshold (or marked improvement) at age 12, though there was serious underestimating at all ages. A step‐by‐step teaching strategy using generative ‘tree diagrams’ was then used. Even the 10‐year‐olds learned the use of the tree diagrams and the appropriate procedures for permutations and arrangements.
TYPE OF MATHEMATICS TEACHING, MATHEMATICAL ABILITY AND DIVERGENT THINKING IN JUNIOR SCHOOL CHILDREN
Authors: RICHARDS P. N. , BOLTON N.
Published: May 2011

Summary. Tests of intelligence, mathematical ability, divergent thinking and attitudes to school subjects were administered to a sample of 265 children in their final year at three junior schools. The three groups were matched for social class, intelligence and time devoted to mathematics teaching, the chief difference between them being that in one school (School C) mathematics was taught by a discovery approach, in another school (B) by traditional methods, whilst in the third school (A) the staff aimed to ‘keep a balance’ between traditional and discovery methods. A factor analysis of the data revealed a large, general factor with high loadings for intelligence, mathematical and divergent ability tasks, and a second factor of divergent thinking, on which a few of the mathematical tests loaded, but then only minimally. A comparison of the three schools showed that, in general, the performance of School C on the mathematics tests was signficantly below that of the other two schools, although children at School C tended to perform well on divergent thinking tests. There were some exceptions to this pattern which need clarification by further research.
SOME LEARNING MODELS FOR ARITHMETIC TASKS AND THEIR USE IN COMPUTER BASED LEARNING
Authors: WOODS PAT , HARTLEY J. R.
Published: May 2011

Summary. There are many advantages in having the computer individualise instruction by generating teaching material when it is needed, at a level which suits a pupil's particular competence. This requires valid models of task difficulty, and this paper describes such models and the experiments to validate them, for practice tasks in arithmetic computation. Using criteria of probability of success and rate of working for each column of an addition task in vertical format, analyses of variance of experimental data reveal main effects of digit size and number of rows. Following a formal development of the model a least squares analysis derives a function which, for the experimental data, relates those variables to the criteria. These are used by the computer to generate examples so that a pupil works at any specified level of success. Methods of implementation and decision making together with some preliminary results are given. These are extended by describing an experiment with subtraction tasks in which two competing models were used to describe pupils' success and working levels. These analyses and experiments show the complexity of the decision making which is needed for adaptive teaching and which exploit the computer's capabilities.