bluuebunny/crossref_metadata_2025_split huggingface dataset:
SOME PERSONALITY CORRELATES OF INTELLIGENCE AND EDUCATIONAL ATTAINMENT IN IRAN
Authors: MEHRYAR A. H. , KHAJAVI F. , RAZAVIEH A. , HOSSEINI A. 
Published: May 2011

Summary. The Persian form of the EPI and Eysenck's Psychoticism Scale were administered to a large group (about 23,000) of Iranian secondary school graduates, aged between 18 and 19, taking the Pahlavi University entrance examination. The latter consisted of a Persian adaptation of the Otis (Advanced Level) and five multiple choice tests of academic attainment. Analysis of results for two randomly selected groups of boys and one group of girls revealed a consistently negative correlation between measures of cognitive performance and psychoticism. A somewhat less consistent but positive correlation was observed for the extraversion scale. There was little correlation between neuroticism and measures of intelligence or achievement.Considering the joint effects of extraversion and psychoticism, stable extravert subjects seemed to have performed best on tests of ability and attainment. Psychotic introverted girls, however, seem to be superior to their extraverted counterparts. This sex difference persists with regard to a number of other dependent variables.On the whole, the personality patterns of more intelligent and academically successful Iranian students would appear to be more like those of younger British pupils (below 15 years) than their own age‐mates. The superior correlation between the psychoticism scale and measures of cognitive efficiency indicates the need for further exploration of this dimension as a potentially important aspect of normal personality.
COGNITIVE DEFICITS IN CHILDREN WITH SPINA BIFIDA AND HYDROCEPHALUS: A REVIEW OF THE LITERATURE
Authors: ANDERSON ELIZABETH M. 
Published: May 2011

Summary. In this paper clinical and experimental studies reported in the decade 1962–1972 relating to general intellectual functioning and to specific cognitive deficits in children with spina bifida and hydrocephalus are reviewed.The introduction gives a short account of the extent and nature of the disorders. Next follows a section on general intellectual findings, these rather ‘global’ studies indicating that the largest group of spina bifida children are likely to have a fairly severe physical handicap with associated hydrocephalus and to fall in the IQ range 70–90. The third section is concerned with verbal ability in general, and short‐term verbal memory in particular, and the fourth with specific cognitive deficits as regards visuo‐spatial perception, tactile perception and visuo‐motor ability. Finally, the implications of these studies for research and educational placement are discussed.
COGNITIVE DEMAND AND DIFFICULTY OF GCE O‐LEVEL MATHEMATICS PRETEST ITEMS
Authors: MALPAS A. J. , BROWN MARGARET 
Published: May 2011

Summary. 720 mathematics O‐level items from pretests written for two different syllabuses were assessed for ‘concrete’ or ‘formal’ demands by two judges, using criteria derived from Piaget's theory of cognitive development. The mean difficulty indices for items placed in concrete and formal categories were compared in order to test the hypothesis that items classified as making higher demands would be found more difficult. Results showed that, while there was some variability, there was significant agreement between the judges (P < ·001) in the placing of the items and a significant correlation (P < ·001) between classification category and the difficulty index of the items. An unexpected difference between the two syllabuses in the distribution of items over concrete and formal categories was also discovered.Several possible interpretations of these results are briefly discussed, and also ways of making criteria for formal and concrete operations more rapidly applicable to such mathematical activities as the solution of multiple choice examination items.
THE INFLUENCE OF CONTEXT ON REFERENTIAL DESCRIPTION IN CHILDREN
Authors: WATSON JUDITH M. 
Published: May 2011

Summary. Two experiments are described which are concerned with the development of referential ability in children. In the first, children of normal and of subnormal educational attainment, aged between 4 and 12 years, were asked to describe simple actions. Referential adequacy increased markedly with mental age. The inadequacy of descriptions given by the less mature subjects was largely due to their neglect of the immediate perceived context of the referent.The second experiment, using children in the mental age range of 5 to 7 years, provided evidence that the less mature children's descriptions were significantly less affected by the context than were those of the 7‐year‐olds of normal intelligence. It is suggested that this aspect of referential ability results from general cognitive decentration.
THE HERITABILITY OF FLUID, gf, AND CRYSTALLISED, gc, INTELLIGENCE, ESTIMATED BY A LEAST SQUARES USE OF THE MAVA METHOD
Authors: CATTELL R. B. 
Published: May 2011

Summary. The heritability of the two second order general intelligence factors gc and gf, was studied by the MAVA design, employing 470 brothers reared together, 94 identical twins reared together, 124 fraternal twins reared together, and 1,543 boys (fluid intelligence) and 2,579 (crystallised intelligence) unrelated. All were in the 12–18 age range.The model and the empirical data on four constellations give seven simultaneous equations for predicting expected values of the concrete, empirical variances from seven abstract, unknown variances and correlations. The best fit was obtained, using a least squares solution by computer program, CAMALS, and evaluated by a Q statistic analogous to chi‐square. Two models offering reduced, parsimonious modifications of the full MAVA, were also tried but MAVA gave the highest index of good fit.Substantial differences exist between the heritability of gf and gc, alike in the present and in earlier MAVA studies, using differing methods of solution. H for crystallised intelligence is highest for within family variance and the mean value stands at only 0–45 for the general population—lower still by the present method. Fluid intelligence, on the other hand, has the highest heritability between families, reaching a mean of 0·92. Its general population value is 0·58 closely approaching the 0·60 which has tended to be the lower end of the range by the twin method. (The reason for the usual higher twin method values is exposed by the finding of higher sib than twin within family threptic variance.) Some support is found for a negative genothreptic correlation between families, fitting the socio‐psychological law of environmental coercion toward the mean.
PERSONALITY AND ARITHMETIC OF NORMAL SCHOOL PUPILS AND BOYS IN A COMMUNITY HOME WITH EDUCATION
Authors: WATSON P. 
Published: May 2011

Summary. Relationships between personality and mechanical arithmetic test measures in 118 eleven to twelve‐year‐old normal school pupils were studied. Speed was found to be related to attitudes, mainly Jesness Inventory subscores, and accuracy to cognitive styles. Specifically, errors involving carelessness, including those due to ‘set’, were related to Impulsivity on Kagan's test. Then CHE boys were found to differ from the normal pupils in terms of Jesness scores and Impulsivity. They attempted fewer arithmetic items and, on a more difficult test, were markedly less accurate than normal pupils. They made proportionately more ‘set‐errors’.Lower arithmetic attainment scores of CHE boys are not wholly attributable to lack of knowledge but are related partly to attitude and partly to Impulsivity.
A COMPARISON OF SCIENCE WORD MEANING IN THE CLASSROOMS OF TWO DIFFERENT COUNTRIES: SCOTTISH INTEGRATED SCIENCE IN SCOTLAND AND IN MALAYSIA
Authors: ISA A. M. , MASKILL R. 
Published: May 2011

Summary.— Many Scottish and Malaysian children study introductory science using the same teaching materials. A Scottish and a Malay sample of 14‐year‐old schoolchildren have been tested using word association tests of the meaning of a selection of 14 science concept words from the first year of integrated science. The tests clearly distinguished between the two samples. The Malay children generally produced more associates than the Scottish children and their responses were more homogeneous.Sets of semantic consensus measures extracted from the data for samples and sub‐samples showed high positive correlations for within‐nation comparisons (mean 0·95) whereas the cross‐nation correlations produced low correlations (mean 0·23). Factor analysis on the sets of SCI data for each of the 19 schools clearly produced Malay and Scottish factors. The reasons for the clear distinctions between the two national groups are discussed in terms of the detailed word association test data.
CONSISTENT DIFFERENCES IN COGNITIVE STYLES SHOWN FOR QUALITATIVE BIOLOGICAL PROBLEM‐SOLVING
Authors: BRUMBY MARGARET N. 
Published: May 2011

Summary. Three qualitative, unfamiliar problems were designed to explore differences in cognitive styles in a biological context, and were given to 48 first‐year tertiary students. Two components of cognitive style were identified. The first was the students' perception of a problem, categorised into analytic, holist and versatile. The second was the ability of students to integrate a particular problem with their existing knowledge, categorised as high and low level. Overall 42 per cent used a singular analytic style of perception; conversely 8 per cent explained all tasks in a purely holist style, and 50 per cent showed varying ability to use both styles of perception in different problems.When the students' results were individually compared for these two problems, it was found that only four students (8 per cent) changed their style of perception between two similar problems.Overall, the percentages of female and male students using a purely analytic style were approximately equal.A higher percentage of students showed a ‘high’ level of integration for the familiar Graph problem than for the unfamiliar Immunity problem. This suggests that the ability to integrate relates more to the content of the task, than does style of perception.
LISTENING AND READING: THE RECALL OF 7‐ TO 9‐YEAR‐OLDS
Authors: JOHNSON SANDRA 
Published: May 2011

Summary. A number of empirical investigations have been concerned with comparisons of success in retrieval of information received by subjects from written and aural sources. None of these studies has related to normal developing young readers. The exercise described in this paper did involve such young readers, and their recall performances were compared across the three language reception modes of listening, oral reading and silent reading.Ninety‐six randomly selected children aged 7 to 9 years were tested for their recall after hearing, orally reading and silently reading comparable 200‐word stories. Three‐choice questions were used to elicit the recall responses, and the exercise followed a repeated‐measures Graeco‐Latin square design replicated for sex and age.A significant language mode difference was found resulting from a highly significant sex‐mode interaction. The interaction reflected the very poor recall performance of boys after silent reading compared with their recall after listening and after oral reading. Girls showed comparable recall performance across all three language modes.
THE EFFECT OF PICTURES ON THE ACQUISITION OF A SMALL VOCABULARY OF SIMILAR SIGHT‐WORDS
Authors: SAUNDERS ROBYN J. , SOLMAN ROBERT T. 
Published: May 2011

Summary. Two experiments were carried out to investigate the effects of pictures on learning to read a set of isolated, similar, common nouns. Five groups of kindergarten children took part in the first study. The children in four of the groups learnt each word using a picture of the thing represented by the word, and in two of these four pictorial groups the children had their attention drawn to the fact that the word and the picture represented the same thing. No mention was made of this relationship to the children in the other two groups, and within each of these association conditions one group of children was presented with the word 1 second prior to the presentation of the picture, and the other group received these inputs simultaneously. The fifth group of children acted as a control by learning the words in the absence of pictures. The results indicated that both the instructions to associate the word and the picture and the viewing of the word prior to the presentation of the picture failed to improve performance. Of more importance, however, was the observation that those children who learnt the words in the absence of pictorial information recognised more words on the critical post‐learning trial than the children in the pictorial groups.Four groups of kindergarten children took part in the second study. The children in two of the groups learnt the words with the aid of pictures, with one group seeing the picture 1 second prior to the word (the primed group) and the other group seeing the picture 1 second after the word (the non‐primed group). The children in the remaining two groups were used as controls, with one group viewing a blank card 1 second prior to the word and the other group viewing the same card 1 second after the word. The results showed no difference in performance between the primed and non‐primed conditions, but, consistent with the first study, the children who did not view pictures out‐performed those who did. It was recommended that when teaching children to recognise visually presented words teachers abandon the general practice of using pictures as aids.
IDENTIFYING DIMENSIONS OF SCHOOL MOTIVATION IN BRITAIN AND HUNGARY
Authors: KOZÉKI B. , ENTWISTLE N. J. 
Published: May 2011

Summary. Previous research in Britain and USA has indicated that motivation in education has several dimensions. Besides academic achievement motivation (hope for success), there are also dimensions reflecting fear of failure, extrinsic motivation related to external rewards, and intrinsic motivation out of personal interest in the subject matter itself.In Hungary extensive interview studies have led to the development of an integrated description of school motivation involving nine distinguishable motives in affective, cognitive, and moral domains. An inventory was developed to measure these nine hypothesised motives within the school context, and six separable factors were identified in Hungary.The present study involves a comparison of the factor structure of the Hungarian inventory with an English‐language version. Eight hundred Hungarian and 365 British 12–13‐year‐olds completed the inventory, and the main analysis extracted eight factors for boys and girls in each country. These factors described dimensions similar to the hypothesised motives, which were identifiable in a comparable form in both samples. Subsidiary analyses examined sex and school differences in mean scores within the two countries. Examination of individual items also produced interesting indications of possible differences between the reactions of British and Hungarian children to their experiences of school.
STUDENTS‘ APPROACHES TO LEARNING IN AN INNOVATIVE MEDICAL SCHOOL: A CROSS‐SECTIONAL STUDY
Authors: CLARKE RUFUS M. 
Published: May 2011

Summary. A slightly modified version of Entwistle and Ramsden's Approaches to Studying Inventory was administered to first‐, third‐ and final‐year students in an innovative medical school (response rate 84 per cent), to see whether the Inventory's constructs also apply to medical students, to see whether they might constitute a helpful framework for counselling students in academic difficulty, and to see whether the students' responses reflected the educational philosophy of the school.The psychometric robustness of the instrument was confirmed, and its applicability to these groups of medical students was established. The instrument was not highly predictive of academic success, but seemed to offer a useful framework for student counselling. Student responses to the inventory were consistent with the school's educational philosophy.
DIMENSIONS OF OCCUPATIONAL STRESS IN WEST INDIAN SECONDARY SCHOOL TEACHERS
Authors: PAYNE MONICA A. , FURNHAM ADRIAN 
Published: May 2011

Summary.Despite a growing body of research on teacher stress and development of stress‐management programmes, studies come almost exclusively from just a few industrialised nations and the applicability of their recommendations for teacher training in developing regions is difficult to ascertain. The present study helps to redress this imbalance, and reports on data from 444 secondary school teachers in Barbados using a 36‐item self‐report instrument. Individual item means indicated that difficulties associated with classroom instructional and management demands were perceived by the majority of teachers to be the most stressful aspects of their work. On the other hand, factor analysis and ANOVA computations revealed that problems associated with time management most clearly differentiated between teachers when compared on the basis of sex, qualifications, and years of experience. Findings are discussed generally with reference to the existing international literature, and more specifically in terms of living and working conditions in the West Indies.
CURRICULUM DIVERSITY IN LONDON INFANT SCHOOLS
Authors: FARQUHAR CLARE , BLATCHFORD PETER , BURKE JESSICA , PLEWIS IAN , TIZARD BARBARA 
Published: May 2011

Summary.This paper describes an attempt to document the curriculum experiences of a large sample (N = 458) of infant school children, in the areas of written language (both reading and writing) and of mathematics. The data were collected as part of a longitudinal study of children's progress in 33 Inner London Education Authority (ILEA) infant schools, and carried out at Thomas Coram Research Unit. Data were collected for each year that the children spent at infant school. Results are presented which show marked differences at every stage of the infant school, not only between the curricula introduced by different teachers but also in the curricula experienced by different children within the same classrooms. Some implications, and possible explanations, of these differences are discussed.
DIFFERENCES AND BIASES IN ENGLISH LANGUAGE EXAMINATION FORMATS
Authors: BELL RICHARD C. , HAY JOHN A. 
Published: May 2011

Summary.For some time gender differences have been noted in different formats of English language testing. In this study an examination was made of such differences in a Year 12 level examination where both comprehension and composition were tested, the former in both multiple‐choice and extended‐response formats, the latter only in extended‐response format. In addition to considering differences in level of performance, differences in relationship to an aggregate of other subject scores were also considered. These differences could be considered as related to test bias. Complex patterns of difference were noted since males and females were also classified by their pattern of studies as arts or science students. In contrast to previous studies, males were not seen to score higher on multiple‐choice questions; and in considering the relationships with the aggregate, gender differences were found to be small in comparison with subject‐base differences, and the regression lines for the multiple‐choice questions were more similar than those for extended‐response questions.
ATTITUDES TO THE INTEGRATION OF DISABLED CHILDREN INTO REGULAR CLASSES: A FACTOR ANALYSIS OF FUNCTIONAL CHARACTERISTICS
Authors: WARD JAMES , CENTER YOLA 
Published: May 2011

Summary.As part of a wider study, educationists were asked to rate children with various disabling characteristics with regard to their suitability for mainstreaming. Oblique factor analyses of the resultant Likert scale data revealed five factors which are interpreted with respect to questionnaire and qualitative data. The pattern matrices for school principals, resource teachers and teachers were virtually identical. The method of using functional characteristics rather than categories is recommended as a basis for future research.
THE ASSESSMENT OF MOTOR IMPAIRMENT IN CHILDREN WITH MODERATE LEARNING DIFFICULTIES
Authors: SUGDEN DAVID , WANN COLETTE 
Published: May 2011

Summary.Two tests of motor behaviour examined the performance of 8‐and 12‐year‐old children with moderate learning difficulties. On the Test of Motor Impairment 50 per cent of 8‐year‐olds and 29 per cent of 12‐year‐olds had motor problems as compared to 5 per cent in a normal population. One third of 8‐year‐olds and one fifth of 12‐year‐olds were performing at least two years below their age level. The Test of Kinaesthetic Sensitivity assessed the kinaesthetic abilities of children, possibly offering explanations for the children's poor performance. On the Kinaesthetic Acuity test only seven out of 61 children reached the mean level score from the normative data, while on the Kinaesthetic Memory test 18 reached this level. There was a variable relationship between the two tests. The children who failed the Test of Motor Impairment did have poorer scores on both parts of the Test of Kinaesthetic Sensitivity, but the difference between these and the scores of the children who passed was not great enough to be predictive.
THE EMERGENCE OF ORDER AND CLASS ASPECTS OF NUMBER IN CHILDREN: SOME FINDINGS FROM A LONGITUDINAL STUDY
Authors: LIDDLE IAN , WILKINSON J. ERIC 
Published: May 2011

Summary.The development of children's understanding of the two logical properties of number—class and relation—is subject to debate (Piaget 1952; Brainerd, 1973, 1979). The study was designed to contribute to this debate by exploring the relative acquisition of “number as class” and “number as order”. This was one of several issues examined in a longitudinal study of the development of the understanding of number emerging in a group of 36 children during the first three years of primary school. A battery of Piagetian and neo‐Piagetian tests was individually administered during each of the three years, together with a test of number skills. The study used operationally‐defined concepts of “number as order” and “number as class”. Trends over the three cycles were analysed. For numbers less than six and small arrays of numbers, order and class were both in evidence. However, as numbers became larger and more numerous, ordination was in evidence sooner than cardination.
THE TRANSFERABILITY OF SCIENTIFIC CONCEPTS BETWEEN DIFFERENT LANGUAGES FOR KENYAN STUDENTS
Authors: SEDDON G. M. , WAWERU G. 
Published: May 2011

Summary.This investigation sets out to determine whether scientific concepts which have been previously acquired in one of the languages, English, Swahili or Kikuyu by multilingual Kenyan secondary school students can be transferred to the other two languages. The investigation is based on practical lessons using worksheets translated into the three languages. The results demonstrate that transfer is possible to the vernacular languages from English and between the two vernacular languages.