bluuebunny/crossref_metadata_2025 huggingface dataset:
THE EFFECTS OF ABSENCE ON PRIMARY SCHOOL PERFORMANCE
Authors: DOUGLAS J. W. B. , ROSS J. M.
Published: May 2011

Summary. Detailed absence records are available for 3,273 primary school children from the National Survey of Health and Development. They are grouped in seven categories, according to the history of school attendances between 6 1/2 and 10 1/2 years. In the upper middle classes the eleven‐year mental ability and school performance test scores are unaffected by the amount of absence and by the age distribution of the absences. In all other social classes, considerable effects are recorded, children who are consistently absent or who are often absent in the last two years at primary school making low scores at eleven, and showing a relative deterioration in score between 8 and 11 years. On the whole, children who are often away in the first two years but make good attendances in the subsequent years catch up, but not if they come from the lower manual working class or go to primary schools that have a poor academic record. Even after allowing for the influence of absence on test performance, the children who are often absent get fewer grammar school places than expected; this is particularly noticeable for the manual working class children.
THE EVALUATION OF CERTAIN SCIENCE PRACTICAL TESTS AT THE SECONDARY SCHOOL LEVEL
Authors: ABOUSEIF A. A. , LEE D. M.
Published: May 2011

Summary. Science teachers have expressed dissatisfaction regarding both the validity an the predictive value of the conventional practical tests in science. The proposed new secondary school examinations have necessitated a rethinking of the purpose of such tests, and the investigation here described is a contribution to this field. It has been carried out as far as possible within the kind of conditions which may obtain for these new examinations.

Three forms of practical science tests were based on six hypothetical components of practical ability in science. Tests were constructed in biology, chemistry and physics. Using 196 secondary school pupils, the results from these tests were compared with scores on tests of attainment and ability in science, and with corresponding teachers' estimates. The analysis of these scores showed wide differences between schools and between identical test patterns in the three science subjects. The differences between schools were no doubt temporary facets of a new and disturbing situation. Greater theroetical interest attaches to the differences between the test adaptability of the separate subjects, and it would seem that identical test procedures cannot be used in each field.
THE PSYCHOLOGY OF BEGINNING READING: AN EXPERIMENT WITH TWO METHODS
Authors: TENSUAN EMPERATRIZ S. , DAVIS FREDERICK B.
Published: May 2011

Summary. In one of the largest and best‐controlled experiments in the teaching of beginning reading, data were obtained that lead to the conclusion that the combination, or multiple‐approach method of teaching reading, yields better results in teaching Pilipino in grades 1 and 2 than the cartilla, or direct‐phonic‐drill, method. Furthermore, the data strongly suggest that training in learning to read Pilipino by the combination method facilities learning to read English more than learning to read Pilipino by the cartilla method.

Because English is less regular in its grapheme‐phoneme correspondence than Pilipino, the cartilla method, or any method similar to it, is even less likely to be the best way to teach beginning reading in the United States. The data lend no support to arguments in favor of using direct phonic drill in teaching beginning reading.
PERSONALITY FACTORS IN TEACHER TRAINEE SELECTION
Authors: TARPEY SISTER M. SIMEON
Published: May 2011

Summary. A personality questionnaire, intelligence test, teacher attitude inventory and interest inventory were administered to 128 students in four different training colleges, with the following results:

There was no significant difference in the intelligence level of the four colleges and no significant correlation between intelligence test scores and the teaching mark.

Though the general personality pattern was normal, significant correlation between personality factors and the teaching mark was found in only one college.

Scores on the teacher attitude inventory were lower than the American norms. Positive correlation, however, was found between the inventory and the teaching mark of all four colleges, a correlation which was significant for two. Unexpected correlations were also found between the inventory and some personality factors.

Scores were high on outdoor‐art‐music‐literary‐social service interests, but few significant correlations with teaching marks were found.

As the personality and interest profiles appeared to be normal and expected, it is suggested that the teaching mark, the basic criterion with which they were correlated, is not in itself a reliable statistical measure.
CHANGES IN RELIGIOUS ATTITUDE AND PRACTICES AMONG STUDENTS DURING UNIVERSITY DEGREE COURSES
Authors: PILKINGTON G. W. , POPPLETON PAMELA K. , ROBERTSHAW GILLIAN
Published: May 2011

Summary. A sample of 106 university students was given a religious attitude scale and a questionnaire concerning their religious activities and belief in their first year and then again in their third year. Significant decreases in response were found for four of the seven indices used. The movement away from religion appeared to be more common among women and Nonconformist and Roman Catholic students than among men and Church of England students. The extent to which the changes found in religious attitude and behaviour for the whole sample were the direct results of the students' experiences at the university cannot be determined by the present data. But a comparison made between the responses of the 106 university students and those of eighty‐three students in their third year at training college suggests that undergoing a university education is, in itself, unlikely to be important, except for women and members of devout regligious denominations, as mentioned above. The hypothesis that students reading scientific subjects at the university are more likely to decline in their religious activities and attitude than are students reading other subjects was not conclusively confirmed by the findings reported.
TEACHERS' AND PARENTS' CONCEPTION OF THE TEACHER'S ROLE
Authors: MUSGROVE F. , TAYLOR PHILIP H.
Published: May 2011

Summary. An inquiry was carried out among 470 teachers in grammar, modern, junior and infant schools to establish how widely or narrowly they conceived their role and what elements they gave greatest weight to within it. Grammar school teachers had a more constricted view of their role than their modern school colleagues, and junior school teachers working in middle‐class areas than their colleagues in working class districts. Married women junior school teachers had a more restricted view of their role than single teachers.

In all types of school teachers saw their work primarily in intellectual and moral terms and were comparatively indifferent to more general social training, although modern school teachers gave more emphasis to social training than grammar school teachers. All saw parents as comparatively indifferent to moral objectives in the education of their children, primarily concerned with ‘instruction’ but also attaching great importance to ‘social advancement.’ A sample of 237 parents, in fact, gave a list of educational priorities which agreed in substance with the ratings made by teachers.
PSYCHOLOGICAL ASPECTS OF CRAFTSMANSHIP IN POTTERY‐MAKING AT A SECONDARY SCHOOL
Authors: JAMIESON G. H.
Published: May 2011

Summary. A course of training in pottery making was given to 223 pupils in the third forms of a comprehensive school. At the end of the course, the pupils were tested in their ability to make pottery in accordance with a standard model. In addition, a battery of tests was administered comprising verbal, non‐verbal, spatial, interest, personality and tactile‐kinaesthetic tests.

The results indicated that the N.I.I.P. Spatial Test 81 had the highest predictive value. It was also found that intercorrelations between the verbal, non‐verbal, spatial, tactile‐kinaesthetic and pottery criterion tests were all significantly positive.

It was further found that neuroticism, as measured by the M.J.P.I., was negatively (and significantly) correlated with the criterion of skill. No relationship was found between practical interests and the criterion, but there was a significant positive correlation between extraversion and practical interests.
CO‐EDUCATION: THE VERDICT OF EXPERIENCE
Authors: DALE R. R.
Published: May 2011

Summary. In a previous article the writer reported an enquiry into the opinion of grammar school teachers in Glamorgan about co‐education. This was centred on the experience of teachers who had taught in both co‐educational and single‐sex schools and was quantitative in type. The questionnaire used was open‐ended, and an account of the qualitative results derived from the comments was promised in this later artiole. A great majority of the comments were in favour of co‐education. These are classified, and several interesting differences between groups of teachers are indicated. Opinions against co‐education are similarly dealt with.
A NEW PERSONALITY TEST FOR BOYS
Authors: GIBSON H. B.
Published: May 2011

Summary. This test was devised to overcome two obstacles to the testing of boys at an age when many are only semi‐literate; (i) the limited reading and verbal capacity of such children, and (ii) the tendency of subjects to be reticent about personal problems. To overcome (i), the items of a simply worded personality inventory were printed separately on cards and illustrated with pictures; to mitigate (ii), the test was heavily buffered with items providing a check on veracity of response, and the material was presented as though it were a test of reading and comprehension.

The test was administered individually. Analysis of the results obtained from 285 boys aged 8 to 10 years, revealed two principal components, one explicable in terms of neuroticism and the other in terms of extraversion. Two independent scales were formed representing these personality dimensions.

Some preliminary validating data is available from teachers' ratings of the boys' behaviour, scores on the body sway test, and parental interviews by psychiatric social workers.
THE GUESSING CORRECTION IN VOCABULARY TESTS
Authors: HAMMERTON M.
Published: May 2011

The ‘guessing correction’ usually applied to subjects' scores in multi‐choice vocabulary tests is examined, and doubt is cast upon its validity. Two experiments are described; the first was inconclusive; but the second strongly indicates that the guessing correction is inadequate. It is concluded that it can pay to guess.
FACTORS ASSOCIATED WITH MALADJUSTMENT IN EDUCATIONALLY SUBNORMAL CHILDREN
Authors: CHAZAN MAURICE
Published: May 2011

Summary. This article discusses the findings of the second stage of an enquiry into the incidence, nature and aetiology of maladjustment among children in special schools for the educationally subnormal in South Wales. An intensive study was made of the thirty ‘most maladjusted’ E.S.N. children in the larger sample studied in the first stage, as well as of a control group of the thirty ‘best adjusted’ E.S.N. children, matched with the maladjusted children for age, sex and school.

Significantly more of the maladjusted children (i) showed some physical weakness or defect, (ii) were subjected to adverse psychological pressures and unsatisfactory discipline at home, related to parental instability, and (iii) had had interrupted or incomplete relationships with their parents. There was little difference between the two groups in respect of the incidence of adverse congenital factors, difficulties in early development and poor material conditions at home. Significantly fewer of the maladjusted children had a positive relationship with their father. Maladjustment was, in many cases, associated with a lack of progress in the basic subjects at the special school.

Maladjustment of the ‘withdrawn’ type tended to be associated with physical deficiency in the child and positive but weak parental discipline; aggressive behaviour was often linked with insecurity at home and hostile parental attitudes.

These findings emphasize the need for comprehensive guidance services for the parents of educationally subnormal children.
ACHIEVEMENT MOTIVATION AND GOAL‐SETTING BEHAVIOUR IN THE CLASSROOM*
Authors: MUKHERJEE BISHWANATH
Published: May 2011

Summary. The study demonstrates the construct validity of a forced‐choice test called Sentence Completion Test as a measure of achievement motivation. Four hypotheses derived from McClelland's studies on achievement motivation and level of aspiration were tested. Excepting one, all the hypotheses were confirmed. It was found that Ss with high scores on SCT showed more positive goal discrepancy scores than others. A multivariate test of analysis of variance also revealed a significant over‐all difference between the high and low n Ach groups in terms of three different measures derived from the estimated, aspired and actual scores on three psychology quizes given to eighty‐five college freshmen.
EFFECTS OF RESTRICTION OF RANGE AND TEST UNRELIABILITY ON CORRELATION BETWEEN MEASURES OF INTELLIGENCE AND CREATIVE THINKING*
Authors: Yamamoto Kaoru
Published: May 2011

Summary. The Lorge‐Thorndike Intelligence Test, Level 3, Form A, and the Minnesota Tests of Creative Thinking (Torrance, 1962) were given to groups of 461 and 827 fifth‐grade American children. Subjects were divided into four groups, according to I.Q. range: below 90, 91 to 110, 111 to 130, and above 130. Linear correlations between I.Q. and creativity score for the whole population and for the sub‐groups gave few significant coefficients. Corrections for explicit selection and for unreliability of the creativity measures indicated that the ‘true’ correlation might be as high as 88. There was consistent decrease in size of the correlation as the level of I.Q. of the sub‐groups became higher, this lending support to the idea that, beyond a certain minimum level of intelligence, being more intelligent, does not guarantee a corresponding increase in the creativity. The results do not, however, support the view that creativity is an entity independent of other facets of human intellect.
TEACHERS' PERSONALITY RATINGS OF PUPILS IN SCOTTISH PRIMARY SCHOOLS
Authors: Morrison A. , McIntyre D. , Sutherland J.
Published: May 2011

Summary. Thirty‐four teachers in primary schools in a Scottish city rated boys and girls in their classes on twenty‐five personal characterisctics, the characteristics being chosen largely on the criterion of their relevance, in the eyes of teachers, to school behaviour. In addition, measures were taken of the sociometric status, attendance and I.Q. of the pupils. The pupils were members of classes of 11–12‐year‐olds. Teachers were selected to give a balanced representation for both sexes, married and single women, and age groups; and were chosen from schools from various social backgrounds.

In the first instance, a correlation matrix was computed for each of the sixty‐eight single sex groups of pupils. These individual matrices were combined to give six combined matrices—for men, single women and married women, of boys and of girls. The combined matrices were analysed by the method of principal components, each giving six factors which were then rotated by the Varimax method.

Of the six rotated components obtained from each analysis, the first three accounted for between 48 per cent. and 66 per cent. of the total variance. These components show three highly consistent dimensions being used by the teachers in their assessment of pupils, the positive ends of which may be described, respectively, as ‘good behaviour,’ ‘high attainment’ and ‘sociability and social leadership.’

Results are discussed in relation to differences between the present analyses, to two broad evaluative ratings of the ‘pleasant’ child and the ‘pupil worth taking trouble over,’ to teachers' assessments of attainment, and finally, to results obtained from studies of teachers in secondary schools.
A STUDY OF PERSONALITY DIFFERENCES BETWEEN BLIND AND SIGHTED CHILDREN
Authors: Zahran Hamed A. S.
Published: May 2011

Summary. In the literature there are two different points of view regarding the possible personality differences between the blind and the sighted. The first considers that blindness leads to compensatory behaviour, possibly accompanied by personality maladjustment and introversion. The second implies that in regard to basic personality variables the process of adjustment in blind persons is not significantly different from that of the sighted.

The writer carried out an experiment with matched groups of blind and sighted children to offer quantitative data on this problem. The Williams' Intelligence Test for Children with Defective Vision and Vernon's Abstraction Test of Intelligence were used for assessing the I.Qs. For personality assessment, the writer prepared a Blind Children's Structured Interview, a Sentences Completion Test and a Semantic Differential. The Junior Maudsley Personality Inventory was also used.

After a pilot study and administration of the tests, the data were analysed and almost all the test results agreed with each other in giving statistically non‐significant differences in means in favour of the sighted, thus supporting the second point of view.
A NEW SCALE FOR PERSONALITY MEASUREMENTS IN CHILDREN
Authors: EYSENCK SYBIL B. G.
Published: May 2011

Summary. A brief description is given in this paper of the Junior E.P.I.: a questionnaire for use with children from the ages of 7 to 16. The questionnaire was developed by extensive factor analyses carried out separately for the various age groups considered, and detailed norms are available for boys and girls separately at each age. The questionnaire contains scales for the measurement of neuroticism or emotionality, extraversion/introversion, and a lie scale. The intercorrelations of these scales are given and there is a discussion of the relations observed between the temperamental traits measured on the one hand, and sex and age on the other.
SECONDARY EDUCATION, SOCIAL CLASS AND THE DEVELOPMENT OF ABILITIES
Authors: DOCKRELL W. B.
Published: May 2011

Summary. This paper reports an investigation into the relationship between patterns of abilities and two environmental variables, socio‐economic status, and type of secondary education for 12 and 14‐year‐olds. It was hypothesized that education and social class will interact so that middle‐class children will show no change of pattern of abilities in academic high schools, but in technical high schools will gain most rapidly in spatial and other non‐verbal skills; lower class children will gain in verbal skills in the academic schools and in non‐verbal skills in the technical schools for none of the academic abilities of lower‐class children are fully developed in the out‐of‐school environment. These results are interpreted to mean that the environmental demands in a middle‐class home are such that a high level of development has been reached in all areas and that type of secondary education is, therefore, irrelevant, but the lower‐class home does not demand as full a level of development, particularly in verbal areas, and the type of secondary school can, therefore, markedly influence intellectual development.
THE VALIDITY AND RELIABILITY OF TESTS OF SPOKEN ENGLISH
Authors: HITCHMAN P. J.
Published: May 2011

Summary. Experimental tests in spoken English, comprising a ten‐minute test for pupils in prose reading and conversation and a twenty‐minute test for students in these two items and in poetry‐speaking and speech making, took place in six training colleges and six secondary schools (173 pupils, 90 students and 15 raters taking part).

In one type of test each candidate was assessed on a single occasion by several raters, in another on two occasions, once by one rater and once by another, with ‘equal and parallel’ tests. Performances were rated on various aspects, and on a general impression, of each item and on a total impression of the whole.

The results suggest: (1) That the types of speech test investigated have a reasonably high reliability and a reasonably high validity: i.e., that they are as valid and reliable as essay‐type written examinations. (2) That these tests appear to be well‐founded (i.e., that they comprise elements on which satisfactory judgments can be made). (3) That fatigue does not affect the reliability of raters' judgments.
VERBALISATION EFFECTS IN A ‘NON‐VERBAL’ INTELLIGENCE TEST
Authors: RADFORD J.
Published: May 2011

Summary. TWO experiments were carried out with a total of ninety children aged between 9 and 12 to investigate the effects of verbalising on problem solving. The problems were those of the Progressive Matrices intelligence tests. It was found that performance improved when subjects were asked to give reasons for their choices and these reasons were verbally reinforced. Reinforcement is thought to have had the effect of decreasing stereotyped responses. An analogy between intelligence tests of this type and Harlow's (1949, 1959) ‘learning sets,’ suggested by Cashdan, 1961, is rejected.
A STUDY OF DIFFERENCES IN THE JUDGMENTS OF ADOLESCENT PUPILS
Authors: PEEL E. A.
Published: May 2011

Summary. A cross‐sectional method was devised to investigate the differences in the judgments and reasoning of adolescent pupils when presented with connected passages calling for comprehension. Two passages were written to bring out certain features of the pupils' thinking such as tautological and irrelevant thinking, circumstantial judgments and finally, comprehensive judgments involving the imagination and evocation of possible explanations. Three large groups of pupils were tested, representing a wide range of intellectual capacity and achievement. The pupils' answers to the questions set on the passages were capable of analysis in terms of categories ranging from pre‐logical answers to fully comprehensive answers evoking imagined possibilities. Interesting formal changes were also demonstrated. In general, pupils up to the age of 13½ years judged circumstantially and only by 14+ years did they show a firm tendency to make comprehensive judgments involving the production of possible explanations.
DIFFERENCES IN TEST SCORE AND IN THE GAINING OF SELECTIVE PLACES FOR SCOTTISH CHILDREN AND THOSE IN ENGLAND AND WALES
Authors: DOUGLAS J. W. B. , ROSS J. M. , MAXWELL S. M. M. , WALKER D. A.
Published: May 2011

Summary. The National Survey is a longitudinal study of 5,000 boys and girls born in 1946. In this paper the test scores and allocation to selective courses of children living in Scotland are compared with those in England and Wales. The Scottish pupils were superior to the English and Welsh in the tests of sentence completion and reading at 8 years, in arithmetic at 11 years and in mathematics at 15 years, whereas the English and Welsh were superior in tests of non‐verbal intelligence at all three ages and in vocabulary and verbal intelligence at 11 years.

It is suggested that the growing apart of the social classes in test results between 8 and 11 in England and Wales, which did not occur in Scotland, may arise from the pressure associated with secondary selection at 11+. Social inequalities in selection were found both North and South of the Border, being slightly greater in the South. The more generous provision of places in Scotland is demonstrated by the fact that the Scottish manual working class boy or girl at each level of ability was approximately as likely to embark on a selective course as a middle class pupil in the South.
THE RELATION OF TEACHING ABILITY TO MEASURES OF PERSONALITY
Authors: START K. B.
Published: May 2011

Summary. Thirty‐five members of staff of the mixed secondary modern school completed the 16 P.F. Test and these scores were compared with those of teaching ability as rated by the head teacher. It appeared that the best teachers differed from the rest on factors A –, B+, E+, L –, M+, Q1 – and Q3 –. As teaching ability was linked with sex, correlations partialling out sex indicated that factors L – and M + were significantly (.05) correlated with rated teaching ability and that H+ marginally failed to reach this level of significance.
THE EFFICACY OF THE COLOURED PROGRESSIVE MATRICES AS A GROUP TEST WITH YOUNG CHILDREN
Authors: FREYBURG P. S.
Published: May 2011

Summary. The Coloured Progressive Matrices test has proved to be a useful non‐verbal instrument apart from some doubts concerning its reliability. A pilot investigation gave reason for belief that the test could be group‐administered with higher reliability than had hitherto been reported. The test was administered to 159 6 to 7‐year‐olds, coefficients of internal consistency and stability being .89 and .87–.76, respectively. Relationship of matrices scores with those obtained from other instruments are quoted, together with score distributions and directions for group administration with young children.
THE RELATIONSHIP BETWEEN PERSONALITY CHARACTERISTICS AND SCHOLASTIC SUCCESS IN ELEVEN‐YEAR‐OLD CHILDREN
Authors: RUSHTON JAMES
Published: May 2011

Summary. Teacher ratings of personality and ability on 458 children aged 11 years were obtained as were their scores on a personality questionnaire and tests of cognitive ability. The scores were intercorrelated. The major finding was that, according to the C.P.Q. test and teacher ratings, well adjusted, extravert children have higher scholastic attainment.
EVALUATIONS OF FORCED‐CHOICE AND LIKERT‐TYPE TESTS OF MOTIVATION TO ACADEMIC ACHIEVEMENT
Authors: BUXTON CLAUDE E.
Published: May 2011

Summary. One forced‐choice test of academic motivation and two Likert‐type tests were developed and their validity assessed. One of the Likert tests appeared to possess little validity, for several possible reasons. But the forced‐choice test and a Likert test constructed from the same materials (sentences) and administered to comparable groups under comparable conditions appeared to be about equally valid, as judged by significant relations with teacher ratings and stream level of the pupil.
AN EDUCATIONAL GUIDANCE PROGRAMME FOR THE PRIMARY SCHOOL
Authors: FRANCE NORMAN , WISEMAN STEPHEN
Published: May 2011

Summary. The France‐Wiseman Educational Guidance Programme consists of three 32‐page work‐books which contain a variety of tasks for children to complete at their own pace as part of their normal class‐work over a period of about two weeks. The three work‐books are for use by first, second and third‐year juniors, respectively. The separate tests were tried out in a variety of schools throughout the United Kingdom in the Spring of 1964, and were then standardised simultaneously in November, 1964, on a random sample of Warwickshire and Solihull primary schools. The scores were analysed first to provide tables of standard scores, and then to investigate the achievement of:

children born in different months of the year,

boys and girls,

children from different areas of the county,

children from different family backgrounds, and

all children on the different sub‐tests.

The results showed that untimed tests of this nature, even when of short duration, can produce a satisfactory discrimination over most of the ability range, (a) The effect of month of birth decreases for the older age‐groups. (b) In all cases the spread of scores for girls is less than that for boys. Girls generally achieve higher scores than boys over the whole ability range. The greatest superiority is shown in tests of the basic skills rather than in tests of reasoning and the smallest differences occur in tests of mathematical or spatial ability, (c) There are appreciable differences in the achievement of children from different areas, (d) Some evidence suggested a relationship between the member of family listed first by the child and his own ability. A correlation of −0.2 was found between number of siblings and aggregate test score, (e) Factor analysis of the intercorrelations of sub‐tests showed a consistent factor pattern for the three sets of tests.
THE PERCEPTION OF PEER PERSONALITY BY ADOLESCENT GIRLS
Authors: MORRISON A. , HALLWORTH H. J.
Published: May 2011

Summary. Previous studies of personality assessments of adolescents in secondary schools have depended largely upon the use of teachers' ratings. For the present investigation, ratings of boys and girls from two age groups were made by girl peers.

The subjects were 220 pupils in the second and fourth years of a coeducational secondary school. Four girls in each of eight classes made ratings for boys and girls separately on twenty personality traits.

A matrix of correlations between ratings was computed for each of four categories: girls' ratings of girls, and of boys, in the second and the fourth year. A principal components analysis was made for each of the four matrices of correlations, and the axes were rotated in accordance with the Varimax method. In each case, eight factors were extracted, accounting for some 70 per cent, of the variance.

Three factors are broadly comparable across the four analyses; they have been interpreted as three dimensions on which adolescent girls perceive and classify their peers. Discussion is divided into three parts: the identification and naming of the dimensions, comparisons with the dimensions consistently reported from studies of teachers' ratings, and comparisons across the present analyses in respect of the age of raters and subjects, and the sex of subjects.
A COMPARATIVE STUDY OF CHILDREN'S BEHAVIOUR AT HOME AND AT SCHOOL
Authors: MITCHELL SHEILA , SHEPHERD MICHAEL
Published: May 2011

Summary. An enquiry carried out among a random sample of children attending local authority schools in Buckinghamshire made it possible to compare information provided by the parents and teachers of over 6,000 children. This revealed that deviant behaviour at home was significantly associated with lack of academic success and also with the manifestation of behavioural disorders in school. There were, however, many children who exhibited disorders of behaviour either only at school or only at home. This suggests that any comprehensive attempt to estimate the distribution of maladjustment in the child population must utilize the information of both teachers and parents.
PUPIL‐TEACHER RELATIONSHIPS IN CO‐EDUCATIONAL AND SINGLE‐SEX GRAMMAR SCHOOLS
Authors: DALE R. R.
Published: May 2011

Summary. The sample population was some 2,000 ex‐grammar school pupils who were intending teachers; it was, therefore, representative of only a section of the grammar school population. A previous article based on 1,500 of this sample reported that the co‐educated women found the school atmosphere pleasanter and life in school happier than did the women educated in girls' schools; the co‐educated men had similar but slighter trends, significant only for school atmosphere. The co‐educated men and women expressed a very much greater preference for co‐education than their opposite numbers did for single‐sex education. The present article describes a first attempt to discover the reasons for these opinions, in the region of pupil‐teacher relationships. The co‐educated women thought their teachers more friendly, more helpful, more influential for good and less influential for bad, than did the women from girls' schools. These results support and extend the previous findings.
A TRAINING PROCEDURE FOR ACQUISITION OF PIAGET'S CONSERVATION OF QUANTITY: A PILOT STUDY AND ITS REPLICATION*
Authors: SIGEL IRVING E. , ROEPER ANNEMARIE , HOOPER FRANK H.
Published: May 2011

Summary. This study represents an initial investigation of the relationship between logical, pre‐requisite operations and Piaget's conservation tasks. The hypothesis considered special training on multiple classification, multiple relations, and reversibility, as a means of inducing conservation acquisition or improvement. Twenty nursery school children between the ages of 4.3 and 5 with I.Qs. over 130 were assigned to training and control groups. Ten of the subjects made up a pilot study and ten constituted a replication sample. All subjects were given four conservation of continuous quantity tasks, i.e., substance, liquid substance, weight, and volume. The training subjects received classification, relationality, and reversibility enrichment experiences in a small group setting. The control subjects had non‐relevant, interpolated activity.

Post‐testing shows clear differences between the training and control subjects. Considering the subjects who indicated a complete lack of pre‐test conservation ability, seven of eight Training Group children improved in later performance. No change was shown for seven Control subjects. Significant post‐test differences, were found for substance and weight conservation. In addition, the training subjects' performances indicated a greater awareness of relevant attributes and increased verbal sophistication within the test situation.

The failure of previous conservation training attempts is attributed to a lack of concern for the stage‐related, pre‐requisite operations. Direct training on Piagetian tasks may be unnecessary if attention is directed to the logical precursors of specific levels of cognitive development.
LEVEL, SPEED AND PERSONALITY FACTORS IN THE INTELLECTUAL PERFORMANCE OF YOUNG CHILDREN
Authors: YATES AUBREY J.
Published: May 2011

Summary. Part of Progressive Matrices (1947) and an Arithmetic test were administered with initial and final time limits to a group of 100 9‐year‐old pupils. It was shown that, as in previous studies, with university students, groups of subjects could be identified who were slow but accurate workers whose intellectual level was severely underestimated by imposed time limits. It was also shown that the same subjects tended to be handicapped by imposed time limits on both tests. No relationship between preferred work‐method and neuroticism or extraversion scores on the Junior M.P.I, was found.
FOLLOW‐UP OF AN EXPERIMENT IN SELECTION FOR REMEDIAL EDUCATION*
Authors: LYTTON H.
Published: May 2011

Summary. This paper reports the continuation of an earlier investigation into selection for remedial education (Lytton, 1961). The children's gains over the whole of the remedial period were recorded and each child was followed up one to two years after he left the remedial group. While children lost some of their original gains in reading as well as in arithmetic during the follow‐up period, the losses in arithmetic were much greater. Judged by their standing in relation to their age groups (Achievement Ratio), some children maintained a large part of their gains after remedial teaching ceased, especially in reading.

In reading, selection by tests and selection by teachers' judgment did not produce significantly different long‐term results. In arithmetic, higher gains were associated with test selection. Both in reading and arithmetic, children with high I.Qs. recorded greater gains during the remedial period and maintained them better afterwards than children with a low I.Q. However, in reading‐as opposed to arithmetic—even children of below average intelligence maintained some of their gains. A.Q. was an unsatisfactory predictor of success. Those who had changed to secondary schools during the follow‐up period lost more than those who were still in primary schools. Maladjustment was found to be inversely related to long‐term gains due to remedial education.
DEVELOPMENTAL CHANGES IN CHILDREN'S DRAWINGS
Authors: RICHARDS MARTIN P. M. , ROSS HELEN E.
Published: May 2011

Summary. A drawing of a cat and kittens under standard conditions was collected from about 1,200 normal school children aged 5–14 years. Thirty boys and thirty girls of similar intelligence were selected from each year of age. Their drawings were then scored on various objective measures, such as the area filled and the number of colours used. Significant differences were found between the two sexes, among younger children: the girls tended to produce more ‘mature’ drawings than the boys. Complex age trends were found, several measures showing a regression to a more childish style of drawing after the age of 11–12 years.
CONCEPTS OF TIME IN SECONDARY SCHOOL CHILDREN OF ABOVE AVERAGE I.Q.
Authors: ROGERS K. W.
Published: May 2011

Summary. Previous research tends to equate the concept of time with the concept of historical time so that the concept has not been fully explored. It was proposed that an integral concept of time exists and a test was devised to measure it. This test, together with a test of the historical concept, was presented to four consecutive age groups in the academic streams of a mixed comprehensive school. Analysed for variance, the scores on the test of the integral concept showed an improvement, significant at the .01 level, between the second and third groups, whose average ages were 13.6 and 14.6, respectively. An improvement on the test of the historical concept, significant at the .05 level, took place between the first and second groups, whose average ages were 12.6 and 13.6, respectively. The inference drawn was that mastery of the historical concept does not imply mastery of the integral concept and that a clear distinction may be made between the two.

Boys proved significantly (.01 level) superior to girls on the test of the integral concept, a fact which may relate to the apparent superiority of boys in the mastery of abstract ideas in general.
THE USE OF VALENTINE'S REASONING TESTS IN AN INVESTIGATION INTO TRANSFER FROM MATHEMATICS TO REASONING
Authors: BACKHOUSE J. K.
Published: May 2011

Summary. The writer wished to test the widespread belief that mathematics provides a training in reasoning. A favourable opportunity to do this is provided by the specialisation in sixth forms when many pupils drop mathematics and when there is the possibility of observing comparatively long‐term effects.
THE ENGLISH PROFICIENCY OF OVERSEAS STUDENTS
Authors: DAVIES ALAN
Published: May 2011

Summary. Seven tests of English language reception including listening comprehension, reading comprehension, reading speed and grammar, were tried on samples of overseas students in the U.K. and overseas, and on a control group of native English speaking students. Three factors extracted by principal components were tentatively identified as segmental listening, textual listening (over + .6) and a more diffuse reading comprehension (over + .5). Concurrent and predictive validity studies gave coefficients which ranged from + .8 to .2. Analysis of variance indicated that home language area both by itself and in interaction with sex has considerable influence on English proficiency. Comparative figures suggested that students requiring most remedial attention are: Semitic, Mediterranean, West African and East/Central Africa. It was found that varying academic levels (e.g., university, technical college) did not require varying proficiencies in English and that one proficiency cut off was adequate.
INTELLIGENCE AND FAMILY SIZE, 1949–1965
Authors: NISBET J. D. , ENTWISTLE N. J.
Published: May 2011

Summary. An age‐group of 2,868 Aberdeen school children has been tested at ages 7, 9, 11 and 12, on verbal reasoning, non‐verbal reasoning and attainment tests. The relations between family size and test score were expressed as regression coefficients. The usual inverse relationship between family size and test score was observed. Regression coefficients from the verbal tests were larger than from the non‐verbal. Consistently larger regression coefficients were obtained for girls than for boys. Within social classes I and II, regression coefficients were smaller than within the other social classes. The results are interpreted as evidence of environmental influence on test scores. Results obtained from previous investigations in Aberdeen are compared with those obtained in the present study.
THE STABILITY OF THE WISC IN A PSYCHIATRIC GROUP
Authors: TURNER R. K. , MATHEWS A. , RACHMAN S.
Published: May 2011

Summary. The re‐test stability of the Wechsler Individual Scale for Children was assessed on a small group of psychiatric patients. The reliability coefficients obtained after a six‐month interval were satisfactorily high but significant practice effect increases were detected on the Performance and Full‐Scale scores. Some of the WISC subtests yielded very poor reliability coefficients. No evidence of an association between intelligence test scores and change in psychiatric condition was obtained.
SOME ASPECTS OF A STUDY OF THE GIFTED CHILD
Authors: LOVELL K. , SHIELDS J. B.
Published: May 2011

Summary. This paper reports on selected aspects of a study of fifty 8 to 10‐year‐old pupils all of whom obtained a WISC Verbal Score of 140 or more. Four issues are dealt with in connection with these gifted pupils: personality, mathematical attainment, logical thought, and the relationship between scores obtained on creativity tests and those obtained on the WISC Scales and on tests of logical thinking. The findings suggest that their teachers rated their personalities very much as American teachers had rated Terman's comparable sample, and although performance on tests of mathematical attainment was high, these gifted pupils had the greatest difficulty with certain kinds of series and numerical analogies. Only 10 per cent, of the responses were at the level of formal thought on tasks of logical thinking, while a principal components analysis showed that tests of creativity do not measure intellectual functions entirely independent of those measured by the WISC Scales and tests of logical thought.
EVALUATIONS OF THREE FACTORS THAT MIGHT INFLUENCE RESPONSES TO TESTS OF ACADEMIC ACHIEVEMENT MOTIVATION
Authors: BUXTON CLAUDE E.
Published: May 2011

Summary. The effects of three manipulations in test conditions were compared for a forced‐choice and a Likert‐type test of academic achievement motivation. (1) Answering as one's friends would, rather than for one's self, slightly decreases mean score, depending upon the school rather than the type of test, and significantly increases variability. (2) Administration of tests by an authority figure (staff member) rather than an outsider produces no significant change in mean score for either type of test when the written instructions indicate confidentiality of responses. (3) Instructions to ‘fake’ so as to please a teacher produce large and significant changes in mean score in both kinds of test.

Satisfactory reliabilities of the tests and mostly significant relations to criteria of academic motivation are reported. It was concluded that under the conditions typically used in these studies, the Likert test shows somewhat greater effects of social desirability than the forced‐choice test, but that more important than test format were the instructions to answer truthfully, and the promise of confidentiality of responses.
ADMINISTRATION OF GROUP INTELLIGENCE TESTS TO EAST AFRICAN PUPILS
Authors: VERNON PHILIP E.
Published: May 2011

Summary. Intelligence tests could be even more valuable for educational predictions in the developing, than in Western, countries, because of the large variations in efficiency and linguistic background in different primary schools. But there may be serious problems in getting them across to unsophisticated pupils, especially with printed instructions only.

An experiment was carried out with fourteen top primary classes in Tanzanian schools, where a short non‐verbal battery was given with printed, or minimal oral, instructions in English or Swahili. A second parallel form was taken after this practice or after various types of coaching. The mean improvement varied considerably in different classes and different subtests, and was affected by certain motivational or attitude factors. Oral instructions gave better mean scores than printed, and Swahili better than English. The overall rise with practice averaged 3 to 4 points in deviation I.Q. units, with coaching about 7 points. These figures are not unusually large, possibly because the pupils were already sophisticated to objective attainment tests. Thus they suggest that intelligence tests could be introduced with the same kind of familiarization procedures common in England, though the actual items should be constructed locally. Comparison of item difficulties with those found in England showed that abstract non‐verbal items may be perceived differently in different cultural groups.
THE PERSONALITY PATTERN OF CREATIVE ARTISTS
Authors: CROSS PETER G. , CATTELL RAYMOND B. , BUTCHER H. J.
Published: May 2011

Summary. Sixty‐three visual artists and twenty‐eight craft students were compared with a matched control group. Significant differences in mean scores between artists and controls were found on twelve factors of the 16PF test. On eleven of these twelve factors, the scores of the craft students were intermediate between those of the artists and the controls. Especially salient features of the artists' personality pattern were A – (reserved, schizothyme tendency), E+ (assertiveness, dominance), Q2+ (self sufficiency), G – (low emotional stability), Q3 – (low self‐integration, casualness), M+ (autistic or bohemian tendency) and G – (low superego strength). They also differed from the control group in being more suspicious (L+), more apprehensive or guilt‐prone (O+), and more tense or overwrought (Q4+). In terms of the second order factors, the artists are assessed as being slightly introverted though there is evidence of some contradiction, strongly anxious, experimenting, non‐moralistic, and slightly sensitive.
ROAD SAFETY EDUCATION FOR YOUNG CHILDREN
Authors: PEASE KENNETH , PRESTON BARBARA
Published: May 2011

Summary. Trends in road casualty figures among children in recent years are evaluated and interpretations suggested. The experiment reported here shows that the educator's conception of the function of the kerb drill, i.e., to detect traffic, is not reflected in its function as perceived by many young children, who in the experimental setting behave as though they regarded the performance of the kerb drill as in itself sufficient to ward off the dangers of the road. The experiment also demonstrates that the notions of directionality which the kerb drill presupposes are not those of 5–6‐year‐old children, who often regard ‘left’ and ‘right’ as parts of the environment rather than relations to the person. The ‘static’ conception of directionality becomes more frequent after exposure to a propaganda film in which the kerb drill exemplars perform facing their audience.
TEACHERS' RATINGS OF SCHOOLBOYS' BEHAVIOUR RELATED TO PATTERNS OF SCORES ON THE NEW JUNIOR MAUDSLEY INVENTORY
Authors: GIBSON H. B.
Published: May 2011

Summary. The New Junior Maudsley Inventory was administered to 394 schoolboys, of late primary school age, for whom teachers' behavioural ratings were also available. A series of comparisons were made between the two groups of boys rated as particularly well behaved, and particularly badly behaved. While the standard scales of the inventory had some power to discriminate between the groups, item analysis of the data gave new scales which were more meaningful for this population and which could be combined to give superior powers of discrimination. There was some evidence that the trait of extraversion could be considered as having a dual nature, and that the Lie scale represented not only a defensive ‘priggishness,’ but an inventory of an objective nature for self‐reported delinquency.
PRODUCTIVE THINKING IN RETARDED AND NON‐RETARDED CHILDREN*
Authors: CAWLEY JOHN F. , CHASE DONNA V.
Published: May 2011

Summary. Three categories of productive thinking measures were administered to retarded and non‐retarded children of equal mental age. There were no significant differences between retarded children in special class, retarded children in regular class and average children in regular class. The results are discussed in terms of future research and the implication for teacher‐training programmes.