bluuebunny/crossref_metadata_2025 huggingface dataset:
II—Some Differences between Prospective Scientists, Non‐Scientists and Early Leavers in a Representative Sample of English Grammar School Boys
Authors: ROWLANDS R. G.
Published: May 2011

Summary.

What sorts of boys are most likely to have both a high level of educational aspiration and a preference for scientific studies? Answers to this question were sought through a comparison of those boys who display these attributes with those who do not.

The study here reported is concerned with differences manifested in the following areas:

Type of school.

Home background.

Attitudes towards certain aspects of school life.

Interests in school subjects and the values attributed to them.

Spare time interests and the reasons for pursuing them.

Vocational aspirations and the things that make a job appear to be worth‐while.

The results obtained give rise to some important considerations which seem to be centred around the following points:

The relative importance of sociological and psychological influences in connection with (a) educational aspiration, (b) science preference, and (c) the effective combination of these two.

The basis of the achievement drive, and in particular, the question of whether it is primarily sociological or psychological.

The role of the self, and the significance of the part played by a developing self‐knowledge.
REFLECTIVE INTELLIGENCE AND MATHEMATICS
Authors: SKEMP RICHARD R.
Published: May 2011

Summary. This paper is an attempt to continue into the field of mathematics the kind of psycho‐logical analysis which Piaget has made in that of number. Differences between arithmetic and mathematics are related to the difference between sensori‐motor intelligence and reflective intelligence. The latter concept is developed further, and an experiment is described to test the hypothesis that the transition from mechanical arithmetic, via problem arithmetic, to mathematics, involves the transition from sensori‐motor to reflective intelligence.
PLACEMENT PROBLEMS AMONG ENGINEERING APPRENTICES IN PART‐TIME TECHNICAL COLLEGE COURSES
Authors: VENABLES ETHEL C.
Published: May 2011

Summary. It is generally believed that the high failure rates in part‐time technical college classes are due to lack of ability. Scores on two intelligence and two attainment tests obtained by 678 engineering students in four technical colleges gave a multiple R of 0·51 with success in the first year examination of the Ordinary National Certificate. In the trade examinations, the figure was 0·61. Curves of least misfits gave ‘cut‐off’ scores for both groups. The bottom 16 per cent. of those taking trade examinations had a failure rate of 82 per cent., and more ‘third stream’ courses for such students are recommended. For the O.N.C. students, the failure rate below the ‘cut‐off’ was 68 per cent., and it was only among the ‘over‐achievers’ in this group that the stereotype of the over‐earnest part‐time student, with few other interests, could be found. Above the ‘cut‐off’ the pass rate was not more than 61 per cent. and here the successful student tended to be the one with more outside interests. At all levels of test scores success correlated with: (1) A father or near relative in the engineering industry, and (2) A father doing a skilled or managerial job.

Results show that by the use of two or three standardised tests on entry, colleges could place their students more effectively in the three types of course available, and be in a position to offer them more realistic help in the event of failure or other difficulties.

It is suggested: (1) that the examination system which rejects about 40 to 50 per cent. of candidates at each stage of a three‐year course should be revised, and (2) that the apprenticeship system which links wages with age and in general takes little or no account of academic achievement, influences adversely the motivation of a high percentage of students and sets a serious limit to any effort to reduce failure.
SYMPOSIUM: CONTRIBUTIONS TO THE DIAGNOSIS AND REMEDIAL TREATMENT OF READING DIFFICULTIES
Authors: LYTTON H.
Published: May 2011

Summary. The purpose and organisation of remedial education and possible methods of selection for it are discussed. At the outset of a new scheme of adjustment groups, the opportunity occurred to compare the effectiveness of selection by teachers' judgment with the conventional method of selection by test results. In the experiment, no significant difference was found in the effectiveness of the two methods as judged by gains in reading or arithmetic achievement. The achievement gains were also classified according to I.Q., A.Q. (R.A./M.A.) and amount of backwardness (R.A./C.A.) and the results of this analysis are reported. In addition, an attempt was made to assess personality changes during the remedial treatment, but the results were inconclusive.
VII—An Empirical Approach to the Assessment of Reading Retardation
Authors: RAVENETTE A. T.
Published: May 2011

Summary. The broad problem of selecting children for remedial reading centres is stated and one of the commonly used criteria for assessing retardation is critically discussed. A rationale is suggested to justify the use of a vocabulary scale as a measure of intelligence in assessing retardation and the results of a survey using such a scale in conjunction with a word reading test are presented.

The practical use of the results of this survey as part of a selection procedure within this local authority is described. The problems of reliability and validity are discussed and certain theoretical implications are suggested concerning learning ability in different modalities and its relationship to reading retardation.
THE EFFECT OF EDUCATION ON AFRICAN PERFORMANCE ON A GROUP OF INTELLECTUAL TESTS
Authors: McFIE JOHN
Published: May 2011

Summary. Twenty‐six African boys entering technical school were given a series of intellectual tests involving verbal, numerical, pictorial and constructional material, and also an ‘abstraction’ test (Weigl) and ‘memory for designs’ (Terman‐Merrill). None showed qualitative differences from English subjects in their performance on verbal, numerical and abstraction tests. On the non‐language tests their performance was slower than would be expected of English subjects, and they showed differences in their innaccurate orientation of drawn and constructed designs.

At the conclusion of two years' technical training, the subjects were retested on the same material. Significant changes were increases in scores on the non‐language tests. These were associated with increased speed and accuracy of orientation, and also apparently with a more ‘synthetic’ approach toward visual material.

It is suggested that an ability which may be poorly developed under these cultural conditions, and which may be increased by appropriate educational methods, is that of perceiving visual material as a whole (or ‘Gestalt’ perception).
CHANGES IN INTELLIGENCE TEST SCORES OF ENGINEERING APPRENTICES BETWEEN THE FIRST AND THIRD YEARS OF ATTENDANCE AT COLLEGE
Authors: VENABLES ETHEL C.
Published: May 2011

Summary. A group of part‐time day release engineering students in three local technical colleges were given a verbal and a non‐verbal intelligence test early in their first year, and half way through their third year. Statistically significant gains were made on the verbal test at all levels of initial score. Students who had no failures in the previous two examinations showed greater gains than those who had failed at least once. Gains also varied according to the initial differences in level between verbal and non‐verbal scores. The results are compared with those obtained with University students using the same verbal test, and explanations in terms of intellectual growth, practice effects and “zeal in taking the examination” are discussed.
ANXIETY IN SECONDARY MODERN AND GRAMMAR SCHOOL CHILDREN
Authors: HALLWORTH H. J.
Published: May 2011

Summary. Theory regarding anxiety now yields a variety of predictions concerning its incidence in secondary modern and grammar school children. An investigation was designed to test some of these predictions.

Anxiety was measured by means of eight self‐rating questionnaires. These were used in twelve single‐sex secondary modern and grammar schools to obtain a sample of approximately nine hundred children, divided equally into eight groups according to age, sex and school type. Differences between mean scores of secondary modern and grammar school groups were tested for significance by a series of t‐tests. The secondary modern school groups had significantly higher mean scores on three measures of manifest and separation anxiety, and higher mean scores on a measure of emotional introversion. The secondary grammar school groups had a significantly higher mean score on a measure of social introversion, and higher mean scores on measures of self‐blame and thinking introversion.

The results are discussed in relation to Davis's theory of “adaptive, socialised anxiety.” This theory is not supported unless it is assumed that the kind of anxiety referred to by Davis bears little relation to what is generally understood by the word. Predictions following from generalisations of Lynn's work on anxiety and attainment also fail to be verified. It is concluded that if any assertion may be made regarding the general relationship of anxiety and attainment among secondary school children, it is that they are negatively correlated. This is supported by Vernon's finding of a positive correlation of attainment and emotional stability among children.

Predictions made from Spence's theory are verified. Predictions made from a theory which identifies neuroticism with autonomic drive and introversion with the slow accumulation and fast dissipation of reactive inhibition are not supported.
SUMMARIES OF RESEARCHES REPORTED IN DEGREE THESES
Authors: LAWES J. S.
Published: May 2011

Paper and pencil tests of spatial ability suitable for use with 10 and 11‐year‐old pupils have been available for some years. They have been shown to be of value in predicting future performance in subjects such as engineering drawing, metalwork, and woodwork, and have been used by some education authorities as part of their secondary school selection procedure. This abstract contains a description of the construction of such a test using diagrammatic material based on projections and sections of solid objects, and of the subsequent investigation of the test's properties.
CO‐EDUCATION AND SCHOOL ATTAINMENT
Authors: SUTHERLAND M. B.
Published: May 2011

Summary. The effects of co‐education on attainment in examinations, as shown in the Northern Ireland Senior Certificate examination, were studied. Comparisons between co‐educated and segregated boys and girls were made on the basis of success in gaining the Certificate, and marks in individual subjects. In general, co‐educated boys seemed superior to segregated boys but co‐educated girls tended to have lower marks than segregated girls. The possible influence on these results of age, I.Q., or social class, was considered; no conclusive evidence of the effect of these factors was found.
A FOLLOW‐UP STUDY OF ADOLESCENTS' VIEWS OF THEIR PERSONAL AND VOCATIONAL FUTURE
Authors: STERN H. H.
Published: May 2011

Summary.

Twenty‐four members of a class of approximately 16‐year‐old grammar school boys wrote brief forecasts of their own lives ten years later. After the period of ten years had elapsed, twenty of the original group were traced. All of them agreed tc answer a questionnaire concerning their recollections of their forecasts and their vocational and personal history in the intervening period.

An analysis of the forecasts suggests that these twenty‐four boys had thought about vocational aspirations, questions of marriage, status and prestige, leisure interests, independence, and their own physical appearance.

The follow‐up study provides factual information on the transition from school to adult life and also gives indications of the attitudes towards this process from the young adult's perspective.
A FACTORIAL STUDY OF LEARNING A NEW NUMBER SYSTEM AND ITS RELATION TO ATTAINMENT, INTELLIGENCE AND TEMPERAMENT
Authors: Hebron M. E.
Published: May 2011

Summary. A factorial study of items in a new arithmetic learning situation suggests that, although knowledge of one system is the most important single factor in learning a new one, temperamental aspects of attention and set are also relevant. Subjects deemed suitable for the extraverted roles of exploration and amusements assimilated strange and unfamiliar facts with greater facility than those allocated to the more introverted roles of nursing and chores. The latter manipulated processes with greater effect once the facts were assimilated. Finally, there is the tentative suggestion that the two introverted roles tended to be associated with avoidance of error in two characteristic ways—those thought of as nurses were cautious at the first impact of test stimulus and those allocated to chores performed well during prolonged trials.
THE EFFECT OF SOCIO‐ECONOMIC STATUS ON THE SCHOLASTIC ACHIEVEMENT OF SIXTH‐GRADE CHILDREN
Authors: CURRY ROBERT L.
Published: May 2011

Summary. In this investigation it is shown that when a child has above‐average intellectual ability he will probably overcome the effects of a deprived home environment. However, as the intellectual ability decreases, the effect of deprived social and economic conditions of the home begins to have a more serious effect on scholastic achievement.
ABSTRACT AND CONCRETE MODES OF CLASSIFICATION IN A PRIMITIVE SOCIETY
Authors: PRICE‐WILLIAMS D. R.
Published: May 2011

Summary.

Past investigations of the cognitive processes of primitive peoples are reviewed, with special reference to the continuum of abstract and concrete. It is pointed out that these studies have used Western type tests in reaching their conclusions. The present study differs in using indigenous material; the author, having lived among the subjects in the manner of an anthropologist, and speaking (inexpertly but sufficiently) the native language.

Bush and primary school children, living in the same area, were compared in their ability to classify and to sort (a) models of animals known in the area, (b) plants actually picked in the neighbourhood. The ability to shift from one classification to another and the basis of classification were investigated. The linguistic background relevant to the classifications is described.

Using familiar material there was found no difference between the two sets of children, of an age range from approximately 6 1/2 to 11 years. The results are discussed in the light of the general ability to abstract, in the sense of shifting from one class to another, and in the framework of the transition of the process of abstraction during this age period which comes under Piaget's period of “Concrete Operations.”
A SUMMARY OF A STUDY OF THE READING AGES OF CHILDREN WHO HAD BEEN GIVEN REMEDIAL TEACHING
Authors: LOVELL K. , JOHNSON E. , PLATTS D.
Published: May 2011

Summary. Children who had received remedial teaching in reading by the staff of a Child Guidance Centre of an English County Borough between January, 1955, and March, 1960, were traced, and their reading ages assessed. A summary of the data obtained is given, together with the interrelationships found between a number of the relevant variables.
INTELLIGIBILITY OF SCHOOLS TELEVISION PROGRAMMES
Authors: ROYDS ALBERT
Published: May 2011

Summary. Having viewed television lessons in elementary science, pupils did free‐writing exercises in which they set down what they considered the lessons had been about.

Using word‐counts as a measure of verbal intelligibility, it was found that the programmes were intelligible to the viewers, because the language standards of the lessons approximated to their own language standards.

Using teachers' estimates of the teaching importance and the teaching function of the contents of the lessons, it was found that the lessons were intelligible for subject matter also. This was indicated by the qualities of the statements recalled and set down, in the pupils' exercises.
THE RELATIONSHIP BETWEEN READING ATTAINMENT AND THE INCONSISTENCY OF ENGLISH SPELLING AT THE INFANTS' SCHOOL STAGE
Authors: DOWNING JOHN A.
Published: May 2011

Summary. The current investigation into the effects of providing infant beginners with books printed in a phonemically regular and limited alphabet with consistent spelling has revived interest in the proposition that the unsystematic spelling of English is a major cause of reading failure. Critics of traditional orthography suggest that it makes the development of the skill of reading too complex a task for the young beginner. The excessive number of variations of visual pattern are a hindrance in “Look‐and‐Say” methods, and the inconsistent relations between letters and phonemes are a barrier to success with ‘phonics.’ Previous tests of methods utilising systematic spellings at the commencing stage with a later transfer to conventional English orthography have had significant successes, but these researches were conducted before the days of objective testing and without comparisons with control groups. The results of experiments on children's reading of more or less regularly spelt words suggest at the least that the role of English spelling's inconsistencies in reading failure should be investigated further. The study of the effectiveness of the Augmented Roman Alphabet for the early stages of learning to read promises to provide more conclusive evidence on this problem.
II.—Co‐operative Research in Institutes of Education
Authors: BURROUGHS G. E. R.
Published: May 2011

Summary. This article speaks of the particular responsibility which Institutes of Education have of carrying out research on a collective basis in co‐operation with lectures and teachers outside the universities. It then goes on to describe the attempts to do this in one particular Institute of Education, pointing out the difficulties met as well as speaking of its successes.
THE RELATION OF NEUROTICISM AND EXTRAVERSION TO INTELLIGENCE AND EDUCATIONAL ATTAINMENT
Authors: BIGGS J. B.
Published: May 2011

Summary. Lynn and Gordon have recently reported an experiment the results of which are said to vindicate Eysenck's theory of conditionability. The present paper is an attempt to show (i) that, on theoretical and empirical grounds, Eysenck's theory is itself seriously open to question (ii) that, in any case, Lynn and Gordon's experiment appears to be founded upon a mistaken interpretation of Eysenckian theory, and (iii) that their experiment is liable to certain theoretical and methodological criticisms.
A FURTHER APPROACH TO ATTITUDE SCALING
Authors: ADAMS R. S.
Published: May 2011

Summary. In an attempt to find a simple, uncomplicated and effective way of measuring attitudes that might prove useful to the classroom teacher, a series of experiments was carried out at a teachers' training college. A self‐rating scale which required the conceptualising of attitudes in numerical rather than verbal terms was devised as the principal instrument and the results of its application were compared with those from two traditional attitude scales constructed for the same purpose. The self‐rating scale proved as effective as the other scales and in addition, gave evidence of having validity against a behavioural criterion.
SCHOOL PHOBIA
Authors: CHAZAN MAURICE
Published: May 2011

Summary. This paper analyses thirty‐three cases of school phobia referred to a child guidance centre between 1949 and 1959. The findings agree with those of previous writers with regard to the level of intelligence, home background, and personality features of such chlldren, but suggest also that educational factors have been underestimated in the consideration of both aetiology and treatment.

Most of the children were of at least average intelligence, came from materially good homes, and were members of small united families, where the mother‐child relationship was very close. About two‐thirds of the group showed marked dependency and emotional immaturity. Traumatic events at home featured rarely in the case‐histories, but in twelve homes at least one parent was chronically ill, physically or mentally. The majority of the children were in good health, but in six cases refusal to go to school followed immediately after a period of illness or hospitalisation.

Investigation of their school life and attainments suggested that factors such as educational retardation and the pressures of a new and more exacting school situation were often of relevance. Feelings of social inferiority seemed to contribute to the breakdown of four out of the eight children referred from grammar schools.

Methods of treatment included individual psychotherapy, group methods of remedial teaching or play therapy, and placing the child in a less demanding school situation.
THE RELATIONSHIP BETWEEN INHIBITION OF MOTOR RESPONSE AND COGNITIVE PERFORMANCE*
Authors: ANDERSON C. C.
Published: May 2011

Summary. Tests of motor inhibition, cognition, socio‐economic status, psychological control and dogmatism were administered to a sample of grade 8 students (average age 14 years) so that two hypotheses could be tested: firstly, that the capacity for motor inhibition was correlated with level of cognitive performance, and secondly, that such a correlation could be explained in terms of child rearing practices characteristic of parents of relatively superior socioeconomic status, which involve the positive reinforcement of motor inhibition, the presence of positive reinforcement being signified by a negative correlation between inhibition ability and dogmatism. The first hypothesis was supported, upper inhibition groups showing a consistent and occasionally significant superiority in cognitive performance over lower inhibition groups. The second hypothesis was not supported, the correlation between dogmatism and control retaining its significance and even its magnitude, despite the fact that the influence of socio‐economic status had been partialled out. An explanation was attempted of the significant correlation between inhibition capacity and score on dogmatism.
THREE EXPERIMENTS USING THE JUNIOR MAUDSLEY PERSONALITY INVENTORY
Authors: CALLARD M. PAULINE , GOODFELLOW CHRISTINE L.
Published: May 2011

Summary. The Junior Maudsley Personality Inventory was administered to 3,559 schoolboys between the ages of 11 years to 14 years 11 months, in secondary schools in Devon. The results obtained indicate that there is an association between achievement of status in the educational hierarchy and scoring on Neuroticism. Lower status groups (e.g., secondary modern schools and less intelligent groups within all schools) were shown to have higher Neuroticism averages than the higher status groups (grammar schools and more intelligent groups within schools). The evidence was that at the top of the educational hierarchy there is a tendency for Neuroticism and Intelligence to be positively correlated for individuals whilst at the bottom of the hierarchy they are significantly negatively correlated. Neuroticism and Extraversion were both found to vary slightly with age. The younger age groups have higher Neuroticism averages but lower Extraversion averages.
A FURTHER STUDY OF THE EDUCATIONAL PROGRESS OF CHILDREN WHO HAD RECEIVED REMEDIAL EDUCATION
Authors: LOVELL K. , BYRNE C. , RICHARDSON B.
Published: May 2011

Summary. Children who had received full‐time teaching in Remedial Centres of an English education authority were traced, and their reading ages assessed along with their understanding of certain arithmetic concepts. A Summary of the data obtained is given together with the inter‐relationships found between a number of the relevant variables.
ARE RURAL CHILDREN HANDICAPPED BY THE USE OF SPEEDED TESTS IN SELECTION PROCEDURES?
Authors: MORETON C. ANNE , BUTCHER H. J.
Published: May 2011

Summary. It is widely believed in country areas that the country child is at a disadvantage in the working of speeded tests. This hypothesis was tested by the comparison of two samples, each of about 300 children aged 10–11, one from rural Westmorland, one from central Manchester. Power and speed scores were obtained from N.F.E.R. tests of Arithmetic, English and Verbal Reasoning. Almost all net differences were statistically significant in the expected direction, tending to confirm the hypothesis, but were not sufficiently large to suggest a need for revision of selection procedures.
THE DEVELOPMENT OF CHILDREN'S IDEAS ABOUT COUNTRY AND NATIONALITY
Authors: JAHODA GUSTAV
Published: May 2011

Summary. A random sample of children aged 6–11 in four Glasgow schools was interviewed and tested, two situated in middle‐class and two in working‐class districts. The formation of concepts relating the series of units Glasgow‐Scotland‐Britain is traced in terms of both verbal formulation and spatial representation. The difficulty for younger children of such concepts as ‘town’ and ‘country’ is demonstrated. The emergence of national identification is described, indicating the major sources of initial confusion.
PSYCHO‐LOGIC: A POSSIBLE ALTERNATIVE TO PIAGET'S FORMULATION
Authors: McLAUGHLIN G. HARRY
Published: May 2011

Summary. The limitations of children's reasoning observed by Piaget can be described by a restricted logical system, called a psycho‐logic. It is shown that psycho‐logic can be simply represented by a small set of finite Boolean algebras. These are interpreted to suggest that limitations of reasoning correspond to limitations of immediate memory or attention.
THE DEVELOPMENT OF CHILDREN'S IDEAS ABOUT COUNTRY AND NATIONALITY
Authors: JAHODA GUSTAV
Published: May 2011

Summary. The learning of conventional national symbols (national anthem, songs, flags) and the understanding of their significance at various stages were studied. A specially devised picture test was used to explore more subtle aspects of national consciousness. The broad developmental trends and the socio‐economic group differences emerging from both parts of the investigation are outlined, and some educational implications suggested.
THE SELF CONCEPTS OF TRAINEE‐TEACHERS IN TWO SUB‐CULTURES
Authors: PHILLIPS A. S.
Published: May 2011

Summary.

The aim of this study was to compare the Self Concepts of training college students from two different sub‐cultures, viz., England and Jamaica.

Unstructured compositions by students from both countries, on the topic‐“I myself: the person I am; the person others think I am; the person I would like to be,” were analysed to reveal the categories students use in describing themselves. Some interesting qualitative differences appeared though students from both countries used the same categories in their self description.

Objective tests for measuring the Self Concept of students were constructed and administered to other students in both countries. The following comparisons between the two groups emerged:

Jamaican students, both male and female, of the regular age range as well as the mature, rated themselves significantly higher on the Cognized and the Ideal Selves, and were more Self Accepting than their English counterparts;

English male students rated themselves at approximately the same level as English female students. But, in the Jamaican samples, the female students tended to rate themselves higher than the men, and to be less Self Accepting.

There were no significant differences between the Self Concept scores of ‘regular’ English and ‘mature’ English students. But the ‘mature’ Jamaican students cognized themselves significantly lower than the ‘regular’ Jamaican students.
LEADERSHIP IN A DUAL CULTURAL SETTING: A SOCIOMETRIC STUDY OF CLEAVAGE BETWEEN ENGLISH AND AFRIKAANS‐SPEAKING SCHOOL CHILDREN AND THE ROLE OF THE LEADERS IN BRIDGING IT
Authors: MUIR R. K.
Published: May 2011

Summary. Moreno's sociometric test technique was used to measure cleavage in the school‐leaving classes of four parallel‐medium high schools. On the basis of an analysis using sociograms and statistical tests, the two culture groups in the schools were found to co‐operate in the environmental organisation of the schools, although many friendships between the groups were not made. The leaders were found to initiate contact in the environmental organisation of the schools and it is suggested that this contact leads to friendship ties.
THE LEARNING EFFECTS OF PICTURES*
Authors: MAGNE OLOF , PARKNÄS LENNART
Published: May 2011

Summary. The present study concerns the problem of the learning effects of projected pictures when used as instructional aids and the validity of measurement techniques in media research.

Two hypothetical functions of pictures are discussed: The ‘information value’ and the ‘motivation value’ of the instructional material.

In order to study the information value of pictures, three experiments were designed to test the following hypotheses:

The method of testing defines which part of the retention (verbal or pictorial) we intend to measure, and

A method of testing, adequate to the mode of presenting the information, covers a larger part of the total retention than a method that is inadequate to this mode.

Different materials were constructed in order to give the subjects verbal or pictorial information and to measure retention. The results supported the hypotheses. At the same time the experiments suggested that, under the circumstances studied by the authors, pictorial learning was superior to verbal learning.
A FURTHER STUDY OF PROGRESSIVE MATRICES (1947)
Authors: YATES AUBREY J.
Published: May 2011

Summary. Two groups of university students were allowed sixty minutes for Progressive Matrices (1947), indicating the point reached after forty minutes. One group began at item No. 1, the other group at item No. 21. Analysis of the data indicated that for about 13 per cent. of the sample, the score after forty minutes markedly underestimates the level the subject would be able to reach if given longer time. These subjects make few errors within the forty minute time limit, but attempt many fewer items than faster working students. It is suggested that records be scrutinized for such patterns and additional time allowed where necessary.
SOCIAL FACTORS AND SCHOOL INFLUENCE IN JUVENILE DELINQUENCY
Authors: DELL G. A.
Published: May 2011

Summary. An analysis of some of the educational and social factors associated with 492 police cases appearing in the Belfast Juvenile Court over a period of twelve months, showed the heaviest incidence of delinquency among children of secondary age in non‐selective schools. Differences in incidence rates between Roman Catholic and Protestant children were strongly associated with differences in socio‐economic status. Other factors appearing to facilitate delinquency were a low level of socio‐economic status, retardation in attainments, and possibly also particular age groups. Independently of the general socioeconomic level, the location of a school in one of the old, central, and socially declining, areas of the city was associated with a high delinquency rate. The quality of a school's morale was effective in a small but measurable degree in counteracting tendencies to delinquency. Ways of increasing the strength of this influence are briefly discussed.
THE USE OF GROUP TESTS OF ABILITY AND ATTAINMENT: A FOLLOW‐UP STUDY FROM PRIMARY TO SECONDARY SCHOOL
Authors: FRANCE NORMAN
Published: May 2011

Summary. This paper describes a six‐year follow‐up study of the 1,300 children in a random (1 in 15) sample of all Kent children born in 1945. They entered their secondary schools in September, 1956, and were tested in December, 1959. Information concerning them included scores on certain group tests of ability and attainment which were given in 1953, 1954, 1955 and 1956, and assessments made by primary school teachers in 1956 and by secondary school teachers in 1959. Selection for secondary education in Kent since 1956, has been largely based on the cumulative school record card and has incorporated refinements designed to reduce competition between primary schools and to ensure equal opportunity for all children in Kent. The results of this analysis suggest that a selection procedure based on the result of a series of group tests taken throughout the junior school course and incorporating both primary school assessments and an adjustment for differences between primary schools can provide an accurate forecast of later secondary school achievement. The correlation between the primary and secondary school critiera for the unselected sample was 0·91 for an interval of nearly four years.
THE EFFECT OF COUNSELLING ON THE ACHIEVEMENT OF HIGH‐ABILITY PUPILS
Authors: SHOUKSMITH GEORGE , TAYLOR J. W.
Published: May 2011

Summary. The under‐achievement of high ability children is a growing and important problem. This paper reports the effect of counselling on the level of educational attainment of high ability under‐achieving intermediate school pupils. Three matched groups of under‐achieving pupils were chosen, known as the Counselling, Placebo and Control Groups, respectively. The Counselling group received non‐directive counselling following the administration of a battery of tests. The Placebo group received the same tests but no counselling. The Control group received neither tests nor counselling. The results showed a significant difference in the achievement scores of the Counselling group over both control groups in four of the six tests. In the other two tests, differences approaching significant levels were obtained. This leads to the conclusion that counselling does have a positive effect on under‐achieving pupils.
A STUDY OF SOME COGNITIVE AND OTHER DISABILITIES IN BACKWARD READERS OF AVERAGE INTELLIGENCE AS ASSESSED BY A NON‐VERBAL TEST
Authors: LOVELL K. , SHAPTON D. , WARREN N. S.
Published: May 2011

Summary. The application of a Sentence Reading Test and a Non‐Verbal Intelligence Test to the whole of the third year pupils in twenty‐two junior schools gave results for 1,205 children. Of the 139 who had a reading quotient of <80, seventy had standardized non‐verbal scores ≥90. Fifty of these seventy backward readers were paired, individually, with average to good readers, matched for non‐verbal test score, social class, sex and school. These two groups undertook a number of individual tests. The backward readers showed no deficit in performance on an oral test of language structure, but a poorer performance on a variety of tests involving spatial relationships and left‐right discrimination; also a greater ‘rotation effect’ on a test involving the copying of abstract designs.
A LIE SCALE FOR THE JUNIOR MAUDSLEY PERSONALITY INVENTORY
Authors: GIBSON H. B.
Published: May 2011

Summary. An eighteen item lie scale (L) was incorporated in the Junior Maudsley Personality Inventory (J.M.P.I.) and the combined instrument was administered to 161 English school children. An item analysis of the L scale was carried out separately for boys and for girls. The item‐scale correlations for all of the items were satisfactory and no items had significant sex differences. The split‐half reliability of the L scale was .65.

The group mean L score of the girls was significantly higher than that of the boys, but there were no significant sex differences in means and S.Ds. for the Neuroticism (N) or Extraversion (E) scales, nor were these data significantly different from the published norms for the test.

A significant negative correlation was found between L and N, but no significant correlation between L and E. These findings are similar to those which have been obtained with the corresponding adult scale, the Maudsley Personality Inventory (M.P.I.), as far as inter‐scale relationships are concerned but with the children's Inventory the distributions of L scores are roughly normal, and this has implications for the very low scorers as well as those who score very high. The validity of the concept of ‘neuroticism’ which has been used in other studies is discussed in the light of the observed negative correlation between N and L.
THE ANALYSIS OF WORD SOUNDS BY YOUNG CHILDREN
Authors: BRUCE D. J.
Published: May 2011

Summary. This study is concerned with the development of the ability to make a simple phonetic analysis of the spoken word. It describes the performance of children at different levels of mental development on the task of analysing word sounds into two components: a letter sound and a sound unit which is the residual word obtained by elision of the letter sound from the test word. The results, which refer to the mental age range 5+ to 9+, suggest that there is a gradual progression towards accurate phonetic analysis, in the course of which children:

Come to recognise that words and sounds are interrelated.

Acquire criteria of what constitutes analysis.

Achieve positional differentiation.

Overcome the cohesiveness of the word sound pattern in their experience.

These necessary features of the ability are not attained in discrete, successive steps, but are present in increasing proportions with advancing mental age. Mental age 7+ is indicated as the level at which they first become available in sufficient degree to permit some success with the task.
A COMPARISON OF TWO APPROACHES TO THE TEACHING OF SPELLING
Authors: FREYBERG P. S.
Published: May 2011

Summary. The spelling performance of a large group of 9–11‐year olds who had been taught from teacher‐provided lists, was measured both by a dictated‐word test and from a sample of written expression. Two years later, the same tests were administered to a comparable group from the same schools, all except two of these having by that time adopted an alphabetic spelling list from which children compiled their own learning lists. The results showed that the better spellers achieved more according to both measures through compiling their own lists, but that the poorer spellers made fewer errors on the dictated‐word test when using teacher‐provided lists. It is suggested that the two approaches might well be combined in the case of duller or younger children.
THE RELATIONSHIPS BETWEEN INTROVERSION‐EXTRAVERSION, NEUROTICISM AND PERFORMANCE IN SCHOOL EXAMINATIONS
Authors: CHILD DENNIS
Published: May 2011

Summary. The Junior Maudsley Personality Inventory was given to samples of children from an urban comprehensive school (138) and a boys' public school (40). In addition, the General Anxiety Scale for children and a reminiscence test were administered in the comprehensive school. Both I.Q. measures and terminal examination results were taken from the school record cards. A teacher‐rating of Extraversion‐Introversion was obtained from the public school.

The results indicated that Extraversion, neuroticism and I.Q. were statistically unrelated and that there was a positive correlation between stable Introversion and attainment in school examinations. High or even moderate neuroticism or general anxiety were not advantageously related to attainment and the Yerkes‐Dodson law was not detected. Reminiscence scores were negatively related to attainment which is in the predicted direction. An analysis of the mean I.Q. and Extraversion scores for promoted and demoted children showed that the former were significantly introvert whilst demoted children tended to be extravert. The public school sample showed some unusual personality trends and some teacher‐ratings at this school seemed reasonably sound.
PUBERTY AND TEST PERFORMANCE: A FURTHER REPORT
Authors: NISBET J. D. , ILLSLEY R. , SUTHERLAND A. E. , DOUSE M. J.
Published: May 2011

Summary. We reported previously from successive testing of an age‐group of girls at ages 7, 9, 11 and 13, that those who reached puberty before age 12: 3 had a slight but consistent superiority in average intelligence test score. A further testing of a selected sample from this group at age 16 suggests that this superiority diminishes as the late developers reach puberty.
AN ITEM ANALYSIS OF THE ADVANCED MATRICES
Authors: FORBES A. R.
Published: May 2011

Summary. Prior to revising Advanced Matrices (1947) an Item Analysis was carried out on a sample of cases drawn from a parent population of over 2,000. The method of analysis is described, and the reasons for the retention and rejection of items given. The findings are discussed in the light of those of Yates (1961). It is concluded that the new edition, Progressive Matrices (1962), although shorter will be at least as efficient as the 1947 version.
THE SOCIAL AND EDUCATIONAL BACKGROUND AND ANTICIPATED CAREER PROSPECTS OF A GROUP OF STUDENTS IN A COLLEGE OF ADVANCED TECHNOLOGY
Authors: RICE RUTH
Published: May 2011

Summary. The Robbins' Committee on higher education concluded: “We envisage a new role for the Colleges of Advanced Technology as technological universities, conferring their own degrees.” They reassert that “The Diploma in Technology is the equivalent of an honours degree.” The purpose of the survey, conducted in 1961, concurrent with many of the enquiries for the Robbins' Report, on which the following extract is based, was to throw light on the social and educational background and career prospects of students studying for a Diploma of Technology in a College of Advanced Technology. Certain conclusions are drawn, viz., that this College attracts a predominately local population of students, the majority of whom, under our present educational system, would not find their way to the university but who, upon qualification, will have the same chance as the university graduate to reach a position of status in industry. As many changes are taking place in this field of higher education, it is hoped that the findings of this survey will be of interest to the social historian in comparing the students who are pioneering this qualification in industry with those who succeed them.
THE ATTAINMENTS IN ENGLISH AND ARITHMETIC OF SECONDARY SCHOOL PUPILS WITH IMPAIRED HEARING
Authors: WOLLMAN D. C.
Published: May 2011

Summary. This paper reports the findings of an investigation into the attainments in English and arithmetic of a representative sample of 14–16‐year old pupils with impaired hearing and considers factors which appear to influence such attainments.
A FURTHER STUDY OF SOME COGNITIVE AND OTHER DISABILITIES IN BACKWARD READERS OF AVERAGE NON‐VERBAL REASONING SCORES
Authors: LOVELL K. , GRAY E. A. , OLIVER D. E.
Published: May 2011

Summary. The application of the Watts‐Vernon Reading Test and a Non‐Verbal Reasoning Test to the whole of the fourth year pupils in fourteen secondary modern schools gave 426 pupils with a reading quotient <80; of these 204 had standardised non‐verbal reasoning scores ≥90. Thirty backward boys and twenty‐five backward girls, all of whom had non‐verbal reasoning scores ≥90, were paired, individually, with average to good readers, matched for non‐verbal score, social class, sex and school. The groups undertook a number of individual tests. The boys who were backward had a poorer performance on certain tests compared with non‐backward boys, and a greatly inferior performance to backward girls on the tests of copying and dictation.
IMAGERY AND MENTAL PRACTICE
Authors: START K. B. , RICHARDSON A.
Published: May 2011

Summary. The vividness and autonomy of imagery of thirty‐two males, aged 18–21 years, was compared with their performance scores obtained at their first attempt to perform a physical skill which they had been mentally practising for six days. First order correlations between vividness of Visual, Kinaesthetic and General Imagery, and the criterion performance scores were insignificant. Autonomy of imagery had a chi square with the criterion which fell marginally short of 5 per cent. significance, but this level was achieved using the Mann‐Whitney U Test. When combinations of autonomy and vividness were compared with criterion scores it appeared that vivid autonomous imagery was associated with low criterion scores in this sample.
REASONING ABILITY AND PERSONALITY DIFFERENCES AMONG STUDENT‐TEACHERS
Authors: EVANS E. G. S.
Published: May 2011

Summary. This study compares the reasoning abilities and personality characteristics of two representative samples of student‐teachers, namely, university graduates and training college students. Results show that at least 20 per cent. of training college students have the necessary intellectual ability to pursue academic work to degree standard. On tests of extraversion and sociability, the same students were significantly better than the graduates. There was no difference between the two groups in terms of emotional stability and self‐confidence. The research suggests that universities should pay more attention to the personal problems of its students whilst training colleges need to consider forms of education most likely to benefit those embarking on advanced academic work.
ZERO ERROR AND PRACTICE EFFECTS IN MORAY HOUSE ENGLISH QUOTIENTS
Authors: MACNAMARA JOHN
Published: May 2011

Summary. Ninety‐six children in two Dublin primary schools were each set six tests of the Moray House English Test series. The purpose of the experiment was twofold: (a) to discover whether Moray House English Tests vary in difficulty level and to measure the variation, or zero error, if it exists; (b) to measure the extent to which Moray House English Quotients are influenced by practice. The particular interest of making measurement (b) in Dublin was that the children were, to begin with, totally unfamiliar with such tests whereas for many years British children of the same age cannot be considered to have been so. However, gains with practice were not greater in this than in previously reported investigations.

The existence of zero error in Moray House English Tests was established. The finding is discussed and related to similar findings with other tests and ah attempt is made to discover the reasons for the phenomenon.
ENVIRONMENTAL HANDICAPS AND INTELLECTUAL DEVELOPMENT*: PART I
Authors: VERNON PHILIP E.
Published: May 2011

Summary. This is the first of two artioles whose object is to throw light on the development of, and retardation in, abilities by comparison of patterns of test scores with assessments of environment, both within and between certain contrasted cultural groups.

A series of verbal tests is described, some group, some individual, which were applied to a representative group of 100 boys close to 11:0 years in South‐East England, and to a sample of fifty similar boys in the West Indies. These included tests of educational attainments, memorizing, vocabulary, and a battery of items based on Piaget's investigations of concept development. The latter was shown to be factorially complex. Mean West Indian scores varied widely, ranging from an English deviation quotient of 72 on Vocabulary to 94 on Spelling.
COLOUR AS AN AID TO VISUAL PERCEPTION IN EARLY READING
Authors: JONES J. KENNETH
Published: May 2011

Summary. This paper describes the results of an investigation into the value of colour as an aid to the visual discrimination of words and letters. One‐hundred‐and‐ten nursery school children were given a pair of matching tests, one in black and one in colour, of English reversal letters, and this was followed by another pair of matching tests in black and in colour of English words transposed into an unfamiliar script.

The aim was not only to assess the differences between the scores in the black and coloured version of each test, but to see:

Whether there was any significant sex differences in the visual perception of black and coloured material.

Whether there was any significant difference by age.

What was the extent of colour matching in disregard to differences of shape and orientation.

If there was any significant difference between preferences for the black or the coloured test material.

The results showed much higher scores for the coloured version which was also preferred by the children. There were no no significant sex difficulties.