bluuebunny/crossref_metadata_2025 huggingface dataset:
AN EXPLORATORY STUDY OF TEACHERS' PERCEPTIONS OF THE PROCESS OF PLANNING COURSES
Authors: TAYLOR P. H.
Published: May 2011

Summary. Some 261 secondary school teachers were asked to rate twelve paired elements for their importance as constituent aspects of the process of planning a course of study. The aim was to estimate the level of importance they accorded each element, their degree of agreement and to analyse the way in which they perceived the relationship between the elements in the process of planning. Their perceptions of a curriculum plan as a ‘guide’ or as a ‘mandatory statement’ were also studied. From the data arising a tentative description of how teachers perceive the process of planning is developed. It suggests that teachers perceive the process as calling for a consideration of those factors which constitute the context of teaching and requiring reference to a range of evaluative criteria, an important one of which may be the interests and attitudes which pupils show in their course of study.
EVALUATION OF A CURRICULUM
Authors: FLYNN H. E. , MUNRO R. G.
Published: May 2011

Summary. This is an exploratory attempt to evaluate Nuffield Science courses, adapted for use in third forms in New Zealand schools. Course objectives were identified and growth in these objectives was determined between February, 1967, and February, 1968. In addition, shifts in pupil interest in science and changes in the teachers' behaviour were measured. Where data were unambiguously collected and analysed it would appear that genuine growth in the objectives of the courses did indeed occur.
EFFECTS OF UNFAMILIARITY ON THE OVERT VERBALISATION AND PERCEPTUAL MOTOR BEHAVIOUR OF NURSERY SCHOOL CHILDREN
Authors: BROWN R. I. , SEMPLE LORNA
Published: May 2011

Summary. A group of nursery school children from poor socio‐economic conditions were subjected to familiar and unfamiliar social and physical conditions. Under unfamiliar conditions, even with opportunity to learn the tasks beforehand, children showed decreased motor‐perceptual and verbal behaviour. They also showed freezing behaviour similar to fear reactions in other animals together with global gazing. Some practical suggestions are made with regard to handling this behaviour in clinical situations together with indications for further research.
ON THE CONCEPT OF CRITERION‐REFERENCED MEASUREMENT
Authors: WARD J.
Published: May 2011

Summary. The distinction between norm‐referenced measurement and criterion‐referenced measurement is discussed, particular emphasis being laid upon inter‐subject variability. Three important areas of application are suggested: curriculum development; the assessment of developmental levels and the construction of diagnostic/remediation programmes. Psychometric issues surrounding the selection of criteria and suitable items are considered with reference to these and the possibility of individual item‐sampling procedures is mentioned. It is considered that criterion‐referenced test construction will require a change of emphasis from the assessment of individual differences to the identification of learning criteria and individual performance relative to these.
LINEAR EQUATIONS FOR ESTIMATING A PERSON'S OCCUPATIONAL ADJUSTMENT, BASED ON INFORMATION ON OCCUPATIONAL PROFILES
Authors: TATSUOKA M. M. , CATTELL R. B.
Published: May 2011

Summary. There are broadly two models for vocational guidance, estimating respectively the ‘efficiency’ of the individual against a performance criterion and ‘belongingness or adjustment’ based on similarity to the typical member. The former has attractions of positiveness, but data for the latter are easier to get.

It is shown in this paper that, with certain reasonably acceptable assumptions, mean occupational profile data can be used via the point‐biserial to get regression equations permitting the more convenient usage of the ‘efficiency’ approach (though the criterion is still ‘adjustment’). An illustrative example is worked, discussion is given of how the proposed ‘adjustment score’ functions, and a tentative decision rule is stated.
THE USE OF NOTES IN EXAMINATIONS
Authors: JEHU D. , PICTON C. J. , FUTCHER STEPHANIE
Published: May 2011

Summary. Two randomly selected groups of mature social work students were examined under conditions of access or non‐access to notes. The first condition was associated with less distress than the second. These conditions were not related to academic performance in a simple way, but there was a strong interactive effect between them and the results on particular examination papers.
INTELLECTUAL STYLE AND ACHIEVEMENT OF ARTS AND SCIENCE UNDERGRADUATES
Authors: FIELD T. W. , POOLE MILLICENT E.
Published: May 2011

Summary. An investigation of the quality of passes attained by 101 Arts and Science students who entered the University of New England in 1968, indicated that while convergent bias was associated, in both faculties, with more high level passes in first year, there was no difference in the relative success of convergers and divergers in second year. At the same time, it was found that among these students the relationship between choice of faculty and intellectual style was in accord with Hudson's (1966) suggestions despite the less specialised schooling of Australian students when compared with their English counterparts.
THE INTERPRETATION OF CHILDREN'S LIE SCALE SCORES
Authors: EYSENCK SYBIL B. G. , NIAS D. K. B. , EYSENCK H. J.
Published: May 2011

Summary. 390 children were given an intelligence test and a 100‐item personality inventory purporting to measure E, N and the tendency to put themselves in the best light (lie scale). Factor analysis of the intercorrelations between items gave rise to three clearly defined independent factors identified as E, N and L. Intelligence correlated significantly only with L (r= ‐·29). It is suggested that these results support an interpretation of the L scale in terms of ‘lack of insight’ rather than propensity to lie, although under highly motivating conditions the L scale may fulfil this function also.
THE NATIONAL SURVEY OF HEALTH AND DEVELOPMENT: 1. EDUCATIONAL ATTAINMENT
Authors: ROSS JEAN M. , SIMPSON H. R.
Published: May 2011

Summary. The National Survey of Health and Development is a longitudinal study of 5,000 boys and girls. This paper describes the sample of 3,465 with full information on two measures of educational success which summarise their progress and achievement at school: (a) a combination of 15 year test scores; and (b) a scale of attainment at 18, based on examinations, leaving age and type of employment. A series of discriminant analyses of the 15 year test scores against the attainment scale shows mathematics and reading to be the best predictors of school progress both for each social class considered separately and for the population as a whole.
THE FACTOR STRUCTURE OF FORMAL OPERATIONS
Authors: BART W. M.
Published: May 2011

Summary. Four Piagetian formal thought tasks, three formal operational reasoning tests, and a test of verbal intelligence were administered to 90 scholastically above‐average adolescents, 30 at each of three age levels (13, 16 and 19). The formal reasoning tests provided scores indicating level of formal reasoning in each of three content areas—biology, history and literature, respectively. It was hypothesised that formal operational skills are unifactor. With the use of maximum likelihood factor analysis it was determined that the eight measures had a bifactor structure with a large general factor and a secondary factor which distinguished tasks from tests. Also formal thought was found to have a substantial verbal intelligence component as well as non‐verbal intelligence components.
MULTIPLE MARKING OF A MATRICULATION BIOLOGY ESSAY QUESTION
Authors: LUCAS A. M.
Published: May 2011

Summary. The effect of multiple marking on the intercorrelation of marks awarded to a biology essay question in a public examination was investigated by having six markers each mark 44 scripts as part of the marking procedure in the 1969 Matriculation Biology examination set by the Public Examinations Board of South Australia. Intercorrelation coefficients were computed for final marks based on one, two, three or four opinions. The greatest increase in mean intercorrelation coefficient resulted from an increase from one to two opinions; the additional increases when three or four markers were used were statistically significant, but of smaller magnitude.
AN INVESTIGATION OF THE EMERGENCE OF ABILITY FOR PARTIAL AND COMPLETE MULTIPLICATION OF CLASSES IN YOUNG SCHOOL CHILDREN
Authors: FINDLAY ALICE D.
Published: May 2011

Summary. Piaget's (1964) theoretical position assumes that complete multiplication will be an earlier development in the child than partial multiplicative classification and his experimental findings support this hypothesis. The present study casts doubt on these findings since Piaget uses different experimental situations in investigating the two types of multiplication. The results of this experiment show that the sequential appearance of complete and partial multiplicative classification may be due to the experimental situations used, and therefore, complete multiplication as a necessary prior development to partial multiplication remains an open question.
THE WHEEL: AN ALTERNATIVE INSTRUMENT FOR COLLECTING SEMANTIC‐TYPE DATA
Authors: McNAMARA D.
Published: May 2011

Summary. Semantic‐type data are usually collected by using tabular scales. The Wheel is an alternative instrument which appears to have certain advantages over the conventional method.
CONVERGENT AND DIVERGENT ABILITIES IN CHILDREN AND TEACHERS' RATINGS OF COMPETENCE AND CERTAIN CLASSROOM BEHAVIOURS
Authors: BIGGS J. B. , FITZGERALD D. , ATKINSON SONIA M.
Published: May 2011

Summary. The finding that teachers appear to dislike high ability divergent children has led some writers to the view that such children may not be evaluated realistically or fairly. A battery of convergent and divergent tests was given to 174 11‐year‐olds and teachers' ratings of conceptual and mechanical ability were obtained, together with ratings of specific classroom behaviours. The test data were factor analysed and orthogonal convergent ability and divergence factors were obtained, factor scores on which were used to define high‐low groups on convergence and divergence. Three‐way analyses of variance were carried out, using convergence, divergence and sex as independent, and the teachers' ratings as dependent, variables. Both convergent and divergent children were accorded high conceptual and low mechanical ratings, and both received favourable ratings in terms of classroom behaviours. It was concluded that teachers were evaluating divergent children realistically and positively.
DIFFERENTIAL TRANSFER OF TRAINING IN BRIGHT AND DULL SUBJECTS OF THE SAME MENTAL AGE
Authors: SULLIVAN A. M. , SKANES G. R.
Published: May 2011

Summary. Transfer of training was investigated in bright and dull subjects of the same mental age in two independent studies. A comparison among test‐retest (T‐T), practice‐test (P‐T) and test‐practice‐test (T‐P‐T) conditions revealed significant transfer in bright but not in dull subjects. Bright subjects also showed significantly higher transfer when given a pretest. The results are discussed in terms of their support of Ferguson's theory of human ability and in terms of their implications for intelligence testing and training procedures.
MODIFICATION OF DEVIANT CLASSROOM BEHAVIOUR
Authors: WARD J.
Published: May 2011

Summary. With a view to suggesting appropriate control techniques the classroom behaviour of three children considered by their teachers to be deviant, was observed by simple time sampling methods. In addition to establishing adequate baselines for the frequencies of the reported behaviour, estimates of the teachers' use of positive and negative reinforcement were obtained. Informal advice was then given upon means of reducing the amount of deviant behaviour by means of reinforcement based upon operant conditioning theory and involving praising the desired behaviours whilst ignoring the deviant ones. The children were subsequently observed at weekly intervals. It was found that in one case the teacher was unable to follow this advice consistently and that there was no evidence of a decline in the occurrence of the deviant behaviour. In another case the observational data indicated a marked reduction, paralleled by what seems to be a general improvement in the teacher's classroom management skills. The third child's behaviour likewise exhibited an acceptable if less dramatic improvement. The practical implications of the results are discussed with particular regard to the training of teachers and educational psychologists.
CHANGES IN ATTITUDES TOWARDS RELIGIOUS EDUCATION AND THE BIBLE AMONG SIXTH‐FORM BOYS AND GIRLS
Authors: WRIGHT D. , COX E.
Published: May 2011

Summary. A survey carried out in 1963 of second‐year sixth formers from a random sample of 96 maintained grammar schools in England was replicated in 1970. The results show a marked decline in favourable attitudes towards religious education and in the importance of the Bible for these subjects. There was evidence of greater change among girls than among boys.
EQUIVALENCE OF ALTERNATIVE FORMS OF A CONCEPT‐FORMATION TASK*
Authors: SEMEONOFF B. , SKINNER D. J. M.
Published: May 2011

Summary. The Trist‐Hargreaves test and two parallel forms were administered, in all possible orders of presentation, to 60 student subjects. Results indicated (1) that the difficulty of a concept‐formation task is significantly affected by the nature of the variables used in the structure of the test material, and (2) that while there was a transfer effect between the tests presented first and second this effect all but disappeared by the time the third test was presented. Implications for the psychology of thinking and for clinical practice are briefly considered.
PREDICTING LEVELS OF FIRST YEAR UNIVERSITY PERFORMANCE
Authors: WILSON J. D.
Published: May 2011

Summary. An analysis of the first year academic performance of 1,015 arts and science students at Aberdeen University identified 324 ‘merit’ and 121 ‘fail’ students. The results of school examinations and headmasters' estimates of promise were obtained for the whole group, and test scores of ability, personality, motivation and study methods were collected for about half the students, by interview and questionnaire, over the session. Variables significantly related to performance (analysed separately by sex and faculty) were treated as ‘indicators’ of merit, and ‘symptoms’ of failure. Ratio scores were then calculated on an individual basis, firstly, for all students, on the number of symptoms each showed and secondly, for students with a good academic record, on the number of indicators. The distributions of ratio scores were dichotomised to give the best prediction of performance. Symptoms and indicators varied with sub‐groups, but the overall pattern of results was similar. 45 per cent of all the students were identified from their high ratio scores as ‘at risk’ of failing, but of those who actually failed, 80 per cent fell into the ‘at risk’ category. The prediction of merit performance was more accurate than the prediction of failure. A further analysis suggested how groupings of symptoms might give a more accurate prediction.
ACADEMIC MOTIVATION AND PROGRAMMED LEARNING
Authors: HARTLEY J. , HOLT JANET , HOGARTH F. W.
Published: May 2011

Summary. After discussion of the concept of academic motivation, the paper describes the development of a questionnaire designed to measure academic motivation in English secondary school children. The questionnaire having proved to be valid and reliable, scores were used as a basis for pairing pupils to work together through a programmed text. Pupils from four unstreamed classes were selected to form three sets of pairs—those with high motivation, those with low motivation, and those with mixed motivation scores. No significant differences were found between the test performances of the three sets of pairs either immediately after completing the programme or six weeks later, and there were no significant differences between the attitudes of the groups of pupils towards the programme and the experimental situation.
SEVERELY SUBNORMAL CHILDREN AND THEIR PARENTS: AN EXPERIMENT IN LANGUAGE IMPROVEMENT
Authors: JEFFREE D. M. , CASHDAN A.
Published: May 2011

Summary. Two groups of severely subnormal children living at home were matched on socio‐economic background, mental and chronological age and their scores on the Reynell Language Scales. The mothers of the experimental group carried out a language improvement programme under direction. Household tasks, shopping and excursions were turned into language situations, and story‐books and games were provided. Both groups were pre‐and post‐tested on a number of language measures and a battery of objective experience tests. It was predicted that the experimental group would show greater improvement on the language measures and experience tests than the control group. The experimental group did differ significantly on an articulation test and on the three experience tests: the other language measures showed non‐significant trends in the expected direction.
SELECTIVE SECONDARY EDUCATION, SOCIAL CLASS AND THE DEVELOPMENT OF ADOLESCENT SUBCULTURES
Authors: SPENCER C. P.
Published: May 2011

Summary. From the results of a survey of the attitudes and values of 506 boys, aged 14–15 years in grammar and secondary modern schools, no support is given to either of two current hypotheses about home and school as socializing agents: that either the social class of origin or the type of secondary school attended provides the criterion for discerning the sub‐cultures of this population. Nor does anticipatory socialization to the attitudes and values of the individual's expected socio‐economic status occur. The variables used in some of the previous research on adolescent socialization, ‘social class,’ and ‘type of school,’ it is argued, are inappropriate even as summary variables: the differences in attitudes between types of secondary school, for example, are no greater than those between rural and urban schools; and to establish a norm for a particular type of school is to mask the wide variations existing between individual schools, and between streams within a single school.
THE DEVELOPMENT OF ESN CHILDREN'S UNDERSTANDING OF CONSERVATION IN A RANGE OF ATTRIBUTE SITUATIONS
Authors: LISTER CAROLINE M.
Published: May 2011

Summary. 115 children from an ESN school were pre‐tested on Piaget‐type conservation tasks involving seven different attributes: number, substance, length, distance, area, weight and volume. 51 of these children, who failed to conserve in relation to two or more attributes, were studied further. Aged 10 to 16 years, IQ 50–77, they were divided into three groups matched for age, IQ and level of initial understanding of conservation. One group was instructed on conservation of a variety of attributes, a second group on conservation of area only; and the third group was given practice in reading. Post‐tested after one week and then two months, 30 of the 34 instructed children consistently recognised, generalised, and gave reasons for conservation on both post‐tests. No control child improved in understanding of conservation by the time of the second post‐test.
A SEMANTIC DIFFERENTIAL COMPARISON OF CERTAIN ATTITUDES OF UNIVERSITY STUDENTS FROM CO‐EDUCATIONAL AND SINGLE‐SEX SCHOOL TOWARDS THEIR SCHOOLS*
Authors: DALE R. R. , MILLER P. McC.
Published: May 2011

Summary. Scores on the ‘evaluation,’ ‘potency’ and ‘activity’ of four concepts concerning school and four about the university were obtained from a Semantic Differential test completed by 274 first‐year university students. The women from girls’ schools tended to evaluate ‘my school’ and ‘school teacher’ lower than did the co‐educated women (P<<0–1 and 0–2, respectively). On the Pleasant/Unpleasant scale within the evaluation of ‘my school’ both co‐educated men and women rated their schools as more pleasant than did men and women from single‐sex schools (P<0–05).

Co‐educated students rated ‘school,’ ‘teacher,’ and ‘classroom’ as significantly less potent than did those from single‐sex schools. The latter saw ‘university’ as less potent than ‘my school’ (P<0–01), ‘lecture‐theatre’ less than ‘classroom’ (P<0–05), while the co‐educated did not.
EXPRESSED ACHIEVEMENT MOTIVATION IN RELATION TO THE ACHIEVEMENT MOTIVE, NEUROTICISM AND SCHOOL SUCCESS
Authors: FINLAYSON D. S.
Published: May 2011

Summary. The relationship of two motivational measures, n/achievement and neuroticism, with expressed achievement motivation was examined in groups of successful and unsuccessful secondary school boys in a three‐way analysis of variance. When the expressed motivation was of a fantasy nature it was found to be associated with neuroticism in both groups, but when real‐life items were used to elicit it, the direction of the relationship with n/achievement and neuroticism was contrary in the successful and unsuccessful groups. Among the successful there was an increasing drop in achievement motivation from the consistently high n/achievement and neuroticism groups through the inconsistent groups (high n/achievement low neuroticism, low n/achievement, high neuroticism) to the consistently low n/achievement and neuroticism groups while amongst the unsuccessful groups there was a corresponding rise. This result in the unsuccessful group was interpreted as a resolution of the conflict they experienced between normative expectations for success and information about their actual performance.
THE INFLUENCE OF SEX, ACHIEVEMENT LEVEL AND SOCIAL CLASS ON JUNIOR SCHOOL CHILDREN'S ATTITUDES
Authors: LUNN JOAN C. BARKER
Published: May 2011

Summary. Attitude scales measuring various aspects of school life were presented to approximately 2,000 junior school children. Clear sex differences appeared in the attitude scores: girls tended to have more favourable school‐related attitudes, boys tended to have a better academic self‐image, to be better socially adjusted and to be less anxious in the classroom situation. In all attitude areas, brighter children tended to have more positive attitudes; also the tendency for more favourable attitudes was found for middle class children in contrast to those from working‐class homes. The findings did, however, suggest that the different attitudes of pupils of different social classes could partly be accounted for by their differences in academic performance, but this was not the full explanation.
SENTENCE STRUCTURE AND LEARNING TO READ
Authors: FRANCIS HAZEL
Published: May 2011

Summary. Children's reading strategies, interpretation of sentences and awareness of structure in spoken and written forms are explored to determine how far instruction and reading materials based on linguistic principles of sentence structure might be useful in early reading. It is concluded that the difficulties of attending to a sufficient span of words, and young children's functional, rather than formal, awareness of structure make it unlikely that such instruction would be helpful for children of 5–7 years of age; that when it might be possible to attempt such an approach they can already read and interpret simple sentences; and that the interpretation of sentences rests more on a grasping of semantic content and appropriateness than on a full structural analysis.
THE USE OF DIACRITICAL MARKS IN TEACHING BEGINNERS TO READ
Authors: JOHNSON H. , JONES D. R. , COLE A. C. , WALTERS M. B.
Published: May 2011

Summary. Parts of books used in a well‐known reading scheme were modified by the addition of diacritical marks to indicate the sounds of letters. Children using this diacritical marking medium were compared with matched children using orthodox versions of the books by means of the Burt Word Reading Test and the Schonell Spelling Test (Form B).

It was found that children who used this medium were superior in reading not only in their own medium but also in traditional orthography. Their spelling and the quality and quantity of their free composition was also superior.
THE URBAN OR RURAL BACKGROUND OF FIRST‐YEAR UNIVERSITY STUDENTS IN RELATION TO THEIR ACADEMIC PERFORMANCE*
Authors: DALE R. R. , MILLER P. M.
Published: May 2011

Summary. The association of the urban/rural variable with university academic performance was assessed by a matched pair procedure. Variables matched were sex, co‐educational/single‐sex school, examining board (W.J.E.C. only), Arts/Science faculties, and (for A‐level) number of subjects taken, best subject, average grade and number of attempts. Social class was mostly matched but partly balanced. Student pairs were selected from a three‐year entry to Welsh University Colleges, with first‐year results unknown.

A comparison of urban (over 16,000 population) versus rural, produced little difference between the matched samples, except that the urban Arts students from single‐sex schools did better than their rural counterparts. Limiting urban to cities over 100,000 while still opposing this to rural (under 16,000) increased the differences, so that in four separate matched samples namely, city co‐educated Arts versus rural co‐educated Arts, city co‐educated Science versus rural co‐educated Science, and similarly for single‐sex schools, the city students had the better first‐year performance, statistically highly significant for the combined samples. Students from intermediate sized towns in all groups performed less well than those from both city and rural schools, producing a curvilinear relationship between performance and the urban/rural variable.
IDENTITY, LANGUAGE‐ACTIVATION TRAINING AND CONSERVATION
Authors: HAMEL B. REMMO , VAN DER VEER M. A. A. , WESTERHOF RENIE
Published: May 2011

Summary. The relation between (non‐) conservation responses and the reasons given for these reactions was investigated among 80 6‐year‐old children. It was found that partial conservers gave perceptual reasons for their non‐conservation responses and identity arguments for their conservation reactions. Language‐activation training promoted both the acquisition of the conservation response and the giving of an adequate reason for this response by those children who were partial conservers and already on the border line of conservation. The role played by the identity concept in conservation‐acquisition was stressed in interpreting these results.
CONSERVATION OF SUBSTANCE IN THE BLIND AND PARTIALLY SIGHTED
Authors: TOBIN M. J.
Published: May 2011

Summary. Previous investigations of the effects of visual impairment on the development of perceptual and cognitive skills are discussed and related to the practice of making separate educational provision for the visually handicapped. The alleged developmental lag is examined from a different viewpoint, and, on the basis of a conservation of substance experiment with 189 blind and partially‐sighted children, it is inferred that while the best of them are performing on a par with the best of their sighted peers, the age range in which conservation is attained is more extended for the visually handicapped. It is suggested that Piagetian‐type tasks may be of direct practical use to teachers for diagnostic and teaching purposes.
SOCIAL CLASS AND CHILDREN'S UNDERSTANDING OF DEEP STRUCTURE IN SENTENCES
Authors: DEWART M. HEZLETT
Published: May 2011

Summary. An attempt was made to test children's ability to comprehend passive voice sentences and related sentence structures in which deep and surface structure differ considerably. 44 children (aged from 5:3 to 6:6) from two social class groups were asked to manipulate objects to correspond to sentences spoken by the experimenter. Middle‐class children made fewer errors than working‐class children. The findings suggest that there may be social class differences in the rate at which children acquire a mastery of the syntactic rule system of the language.
CHILDREN'S ROAD BEHAVIOUR AND PERSONALITY
Authors: FINLAYSON HELEN M.
Published: May 2011

Summary. 198 children age 5 to 10, from two schools, were filmed on seven days out of a period of two weeks, as they crossed the road at particular sites at the end of each school day. Their behaviour on approaching and crossing the road was analysed from the films and they were classified accordingly into three behaviour groups. Most of the children over 7 years old then completed ESPQ and CPQ personality questionnaires in school.

The three behaviour groups were ‘safe,’ ‘careless’ and ‘unsafe.’ The ‘unsafe’ tended to act unpredictably, typically running down the path and into the road without stopping. These were almost all boys. The ‘careless’ would not look round before crossing the road, but would just walk across in a predictable manner.

The three groups of boys were found to be significantly different in personality, when the whole profiles were compared. The analysis of boys and girls together from one school also showed different personality profiles in the three behaviour groups.
TOWARDS THE INTERPRETATION OF CHILDREN'S LIE SCALE SCORES
Authors: FINLAYSON D. S.
Published: May 2011

Summary. The relationship between the JEPI lie scale and two measures of conformity was examined in groups of successful and unsuccessful boys in three secondary schools. The conformity measure in which the items made explicit reference to the need for compliant, approval‐seeking behaviour showed consistently positive relationships across all groups, while the implicit measure did not. It was hypothesised further that, as a consequence of their differential experience of success, the groups would perceive the testing situation as representing different degrees of threat to them of which the correlation of the lie scale with the neuroticism scale might be a reflection. The range of correlation coefficients obtained was discussed in the light of data derived from a study investigating the boys’ perception of their schools.
PERSONAL CORRELATES OF BUREAUCRATIC ORIENTATION
Authors: COHEN L. , HARRIS R.
Published: May 2011

Summary. This study is concerned with correlates of bureaucratic orientation among 10 to 11‐year‐old boys and girls. 86 children in three primary school classrooms completed the School Environment Preference Schedule (Gordon, 1971a) together with other personality and attitudinal measures. Bureaucratic orientation as measured by SEPS was found to correlate significantly with dogmatism, conservatism, neuroticism, and extraversion. The findings provide further validation data in respect of the SEPS.
A COMPARISON OF AH6 AG SCORES AND GCE EXAMINATIONS TAKEN AFTER AN INTERVAL OF ONE YEAR
Authors: HEIM A. W. , WATTS K. P. , SIMMONDS V.
Published: May 2011

Summary. GCE O‐ and A‐level examinations of boys from a public school were correlated with the AH6 AG test scores obtained a year earlier. The results suggest that the predictive value of AH6 for success in individual subjects is almost as high as when the examinations and testing were taken within a few weeks of each other. This is equally true for estimates of overall success in O‐ and A‐level examinations where highly significant correlations are found.
STRUCTURE D'ENSEMBLE, MULTIPLE CLASSIFICATION, MULTIPLE SERIATION AND AMOUNT OF IRRELEVANT INFORMATION
Authors: HAMEL B. REMMO , van der VEER M. A. A.
Published: May 2011

Summary. A significant positive correlation between multiple classification performance and multiple seriation was found, in testing 65 children aged 6 to 8 years, at the stage of concrete operations. This is interpreted as support for the existence of a structure d'ensemble of operational schemes in the period of concrete operations. It was also found that the amount of information given strongly affects the problem‐solving behaviour of children.
CHILDREN'S EXPERIENCE OF READING AND NOTIONS OF UNITS IN LANGUAGE
Authors: FRANCIS HAZEL
Published: May 2011

Summary. Downing (1970) has shown that young children learning to read experience difficulty in understanding the technical vocabulary of teaching reading and has suggested that this is due to their inability to understand abstract concepts. This study confirms some of the difficulties and traces their resolution, attributing them not so much to the children's limited cognitive abilities and the abstract nature of the concepts, as to unfamiliarity with an analytical approach to language and to the range and overlap of reference in use of the terms.
PERSONALITY AND PERFORMANCE IN ELEMENTARY MATHEMATICS WITH SPECIAL REFERENCE TO ITEM TYPE
Authors: LEWIS D. G. , KO PENG‐SIM
Published: May 2011

Summary. A stratified sample of 160 fourth and fifth‐year secondary school pupils, all of whom had completed a mathematics course leading to the Certificate of Secondary Education, were given a series of mathematics tests. These tests were structured into four sections according to item type, multiple‐choice, data sufficiency, multi‐facet and traditional, each section being divided into two broad content areas, number and space. A six‐way analysis of variance of the scores, separating the main and interactive effects of extraversion, neuroticism, ability, sex, item type and content area, showed that: (i) extra‐verted boys and introverted girls constitute a higher performing group within their own sex; (ii) the overall performance of both stable introverts and neurotic extraverts stands out in relation to that of the other personality types; (iii) among those of high ability introverts do better, while among those of lower ability extraverts do better; and (iv) stable pupils do better than the neurotic on traditional items in space content, this being the only significant difference in a directly opposite pattern of neurotic‐stable differences in the two content areas.

It is suggested that introversion might become advantageous at an earlier age for girls than for boys, and that all future studies in the field should take account of both the form and content of the assessment procedure.
THE FAKEABILITY OF THE SURVEY OF OPINIONS ABOUT EDUCATION
Authors: WARD J. , RUSHTON J.
Published: May 2011

Summary. The Survey of Opinions about Education was administered to four groups of student teachers (N=240). In completing the questionnaire a second time subjects were asked to fake the responses in accordance with those of an ‘ideal’ student on the colleges' education courses. This resulted in increased mean Radicalism scores and decreased mean Tendermindedness Scores. A sex difference was evident in students' interpretation of faking the Naturalism scale. Otherwise sex and maturity of the student did not significantly affect the extent of the induced changes in responses.
STABILITY OF IQ OF IMMIGRANT AND NON‐IMMIGRANT SLOW‐LEARNING PUPILS
Authors: WATSON P.
Published: May 2011

Summary. From the West Indian immigrant children entering a city over a period of 16 months, those suspected by teachers as being possible slow learners were seen by a psychologist. The 14 who obtained Verbal WISC scores of less than 80 were retested after a period of about 1 1/2 to 2 1/2 years. A control group of non‐immigrant pupils of similar ability was reassessed after a similar period. In the case of every immigrant there was a rise in score, the mean rise being over 8 points of IQ. In the case of the control group the mean rise was 0·25. The difference between these means is significant. For the immigrants the test‐retest coefficient was 0·76. There was a significant positive correlation between score rise and time between tests.
THE EFFECTS OF TRAINING IN WRITTEN COMMUNICATION ON VERBAL SKILLS
Authors: LOEWENTHAL KATE , KOSTREVSKI BARBARA
Published: May 2011

Summary. This was a pilot study to test the effectiveness of a training procedure which it was hoped would increase students' awareness of the reader's requirements when writing descriptions of technological equipment. Pairs of students took turns at commenting on each other's descriptions. Some improvement occurred in performance on verbal items on the AH5 and in quality of written descriptions made by trained experimental subjects (N=26) compared with untrained controls (N=19).
TWENTY‐FIVE YEARS ON: A REPLICATION OF FLUGEL'S (1947) WORK ON LAY ‘POPULAR VIEWS OF INTELLIGENCE AND RELATED TOPICS’
Authors: SHIPSTONE K. , BURT SUSAN L.
Published: May 2011

Summary. 575 adults drawn from both rural and urban areas completed a questionnaire designed and used originally by Flugel in 1947 to see how far lay opinions on intelligence reflect views held by professional psychologists and how far lay responses now differ from those reported by Flugel. Generally, lay and professional views have moved closer to question a one‐factor view; men and women are seen to be equally intelligent; environmental influence on test scores is noted; a complete validity in intelligence tests is queried, as is a high correlation between tests and occupational performance.
DIFFERENTIAL PROGNOSIS OF READING BACKWARDNESS AND SPECIFIC READING RETARDATION
Authors: YULE W.
Published: May 2011

Summary. Multiple regression techniques have been used very infrequently to define samples of children with reading difficulties. Earlier studies have shown that children with specific reading retardation differ from generally backward readers on sex distribution, IQ distribution, and other factors. The present paper reports preliminary results of a five‐year follow‐up of disabled readers and provides evidence that whilst the prognosis for any reading disability is poor, children with specific reading retardation have a poorer prognosis than backward readers. The distinction between backwardness and retardation in reading is therefore seen to be both meaningful and of prognostic importance.
THE EFFECTS OF AGE, STIMULI AND ORDER OF PRESENTATION OF THE STIMULI ON CONSERVATION OF NUMBER
Authors: KAHN J. V. , GARRISON M.
Published: May 2011

Summary. TWO experiments were conducted to investigate possible differences in observed conservation of number due to the stimuli utilised. In the first experiment, 20 kindergarten, 20 first grade, and 20 second grade subjects were given Piaget's one‐to‐one correspondence experiment: one half had trials with small candies (Smarties or M and Ms) followed by trials with paper clips and one half had trials with paper clips followed by trials with small candies. Significant F ratios were found for the main effect, grade, and for the interaction between stimulus and order of presentation. This result was taken as indicating that when small candy trials were first, this helped performance on the paper clips, while when paper clip trials were first, this had a slight opposite effect on the small candy trials.

The second experiment investigated the three suggested interpretations of the findings of the first experiment: according to learning theory, according to an attentional hypothesis, and according to Piaget's theory of equilibration. The results tended to support the first two interpretations. The implications of the results of the two experiments, for Piagetian training studies and for education, were discussed.
VALIDATION OF THE MEHRABIAN NEED FOR ACHIEVEMENT SCALE WITH COLLEGE OF EDUCATION STUDENTS
Authors: COHEN L. , REID I. , BOOTHROYD K.
Published: May 2011

Summary. A sample of 520 student teachers (344 females and 176 males) in eight colleges of education, completed an anglicised version of the Mehrabian need for achievement scale, a questionnaire measure in parallel male and female forms, together with other personality and attitudinal schedules. In four separate validation studies the Mehrabian scale was found to differentiate between students in terms of their self‐images, their intellectual achievement responsibility, and their occupational aspirations. The Mehrabian scale is an objectively‐scorable, easily‐administered measure of n'ach against which performance criteria can be established. Its use in future studies of student motivation is recommended.
IMAGERY IN THE LEARNING OF VERBAL DEFINITIONS
Authors: BULL BRITTA L. , WITTROCK M. C.
Published: May 2011

Summary. The purpose of the present study was to determine the effects of self‐discovered imagery, experimenter‐supplied images, and verbal definitions on the retention of definitions of nouns. Eighty‐seven fifth‐grade children were randomly assigned to the three conditions and given 16 definitions to learn. The children were instructed to read and learn the definition of each word: (1) by discovering an image and drawing a picture of it, or (2) by tracing an illustration of the definition, or (3) by copying the written definition. Recall on a multiple‐choice test administered one week after instruction was statistically significantly better (P < ·05) for subjects in the imagery‐discovered condition than for subjects in the verbal definition condition.
COMPONENTS OF OCCUPATIONAL INTEREST
Authors: CHERRY NICOLA
Published: May 2011

Summary. The Rothwell Miller Interest Blank was completed by members of the National Survey of Health and Development, two months before their fifteenth birthday. Their scores on this inventory were subjected to a component analysis. Interpretations of the first three components are made by examining the job choices of the Survey members. The first component ‘ambition’ is related to home and school factors. It is shown that the social composition of the school is an important determinant of ambition at nonselective schools.
ATTITUDES TOWARDS ACCEPTANCE OF SELF AND OTHERS AND ADJUSTMENT TO TEACHING
Authors: CRANE C.
Published: May 2011

Summary. The hypothesis that there is a significant relationship between attitudes towards self and others and adjustment to teaching was supported by the following evidence: scales to measure the attitudes were shown to correlate consistently at the ·01 level with three different estimates of job satisfaction in three different population samples—factor analysis confirmed the relationships; the scales differentiated at the ·01 level between groups of students who had never considered withdrawal (i.e., who were well adjusted), those who had seriously considered withdrawal (less well adjusted) and those who withdrew voluntarily (unable to adjust).
LATERALITY AND THE GROWTH OF INTELLECTUAL ABILITIES
Authors: ANNETT MARIAN , TURNER ANN
Published: May 2011

Summary. A random sample of right‐handed children and a population sample of left‐handed children, including over 100 subjects in each group, were assessed for vocabulary, drawing, maze tracing and for laterality of hand, eye and foot. Reading quotients were available for 145 children. The data were examined in two ways. The first compared the abilities of laterality groups over the total sample and found no significant differences. The second assessed the laterality of children at the lower extreme of the ability distribution and found a slight excess of left handers. A brief survey of the literature shows that a distinction between studies according to their resemblance to these two analyses could help to account for the coexistence of positive and negative findings. Possible causes of the excess of children with sinistral tendencies in groups selected for educational disabilities are discussed with special reference to a theory of the determination of handedness (Annett, 1972) which permits a restatement of the maturational lag hypothesis of developmental language delay.
SITUATIONAL INFLUENCES ON DIVERGENT THINKING
Authors: HARGREAVES D. J.
Published: May 2011

Summary. Three tests of divergent thinking were administered, along with Raven's Standard Progressive Matrices Test, to two matched groups of 10‐ to 11‐year‐old school children in untimed ‘game‐like’ and untimed ‘test‐like’ conditions. Analysis of the relative performances of the two groups showed that the removal of time limits appears to depress divergent test scores in a test‐like context; it was concluded, however, that the characteristics of the test situation, and the motivations they arouse in individual subjects have more influence upon these scores than do the time limits involved.
CONTEXT IN READING AND LISTENING: A COMPARISON OF CHILDREN'S ERRORS IN CLOZE TESTS
Authors: NEVILLE MARY H. , PUGH A. K.
Published: May 2011

Summary. Sixty‐six children aged 9–10 years were tested in two groups with two parallel cloze tests of reading comprehension. The same tests were then given as cloze tests of listening comprehension. Each group received different parallel forms in each of the language modes. The scores for the listening tests for both groups were significantly lower than the reading scores.

Significantly fewer responses were made in the listening mode. Analysis of errors made in both modes revealed that 44 per cent of errors in the reading tests and 37 per cent of errors in the listening tests were syntactically appropriate responses.
THE PENDULUM PROBLEM: PATTERNS OF PERFORMANCE DEFINING DEVELOPMENTAL STAGES
Authors: SOMERVILLE SUSAN C.
Published: May 2011

Summary. Performance on Inhelder and Piaget's pendulum problem was obtained as a validating measure in a study of the transition from concrete to formal thinking. The sample consisted of 236 children aged from 10 to 14 years. A detailed scoring procedure was devised, which distinguished method from content aspects of performance on the problem and which allows categorisation of each child into one of nine developmental stages. Quantitative performance scores were also derived.

Overall level of performance on the pendulum problem is strongly related to age, but not to sex or to school attended. In general, the results support Inhelder and Piaget's account of the transition from concrete to formal thinking. However, a specific problem, for their theory, arises from the relationship between method and content aspects of performance in the early formal operational stage (IIIA). This problem is discussed in detail and attention is drawn to the effects of a child's expectations on his performance.
SOCIAL BACKGROUND, SPEECH AND LEARNING TO READ
Authors: FRANCIS HAZEL
Published: May 2011

Summary. Samples of the speech of infant school children in a story recall task were analysed, and a moderately reliable measure of the structural complexity was devised. With this measure and with a standardised vocabulary test the language skills of children entering school from different social backgrounds were investigated. The relationship between speech and educational progress was explored with particular reference to learning to read. The speech of the socially disadvantaged children was rather less well developed than that of the advantaged, but at each testing during the first two years of schooling this difference lay in the frequency of use of various complex forms, not in their presence or absence. Differences between children within social groups were considerable. Reading ability was related to vocabulary skill; but there was no correlation with speech structuring skill, which was generally adequate in both groups to support early reading.
A COMPARISON OF TWO METHODS OF IMPROVING PROSE COMPREHENSION IN EDUCATIONALLY SUBNORMAL CHILDREN
Authors: RIDING R. J. , SHORE J. M.
Published: May 2011

Summary. Two attempts to facilitate the aural reception of prose material in educationally subnormal children were compared. The methods used were (1) to show illustrations of items occurring in the details as they were presented, with the aim of aiding imaginal, in addition to verbal, recoding, and (2) to slow the rate of presentation of the material to allow more time for the subjects to analyse and store the information. Both methods produced similar significant improvements in recall performance that were large enough to be of practical usefulness. Ways of studying the recoding performance of educationally subnormal children to provide information to enable further improvement in reception were examined.