bluuebunny/crossref_metadata_2025_split huggingface dataset:
SOME CHARACTERISTICS OF CHILDREN WITH TWO TYPES OF SPEECH DISORDER
Authors: CROOKES T. G. , GREENE MARGARET C. L. 
Published: May 2011

Summary. An investigation was made of twenty successive cases of developmental speech defects. They were divided according to the type of speech disorder (Greene 1960) into a ‘Motor’ group (eight children) and a ‘Language’ group (twelve children). In the Motor group, but not the Language, there was evidence of delay in general motor maturation. The two groups were compared on measures of mechanical reading, consistency of laterality and W.I.S.C. subtests. Both groups were very poor at reading, but whereas all the Motor group had inconsistent laterality, only a third (i.e., a normal proportion) of the Language were inconsistent; on the other hand, the Motor group had a much better knowledge of right and left. The Language group, but not the Motor, had poor scores on the Arithmetic and Digit Span subtests. Also the Language group was significantly worse than the Motor on Block Designs.It was suggested that these might represent two distinct groups of developmental language defects, and that recognition of the two might help to explain some of the contradictions in the literature.
THE REDUCTION OF SOCIOECONOMIC BIAS IN INTELLIGENCE TESTING
Authors: MACARTHUR R. S. , ELLEY W. B. 
Published: May 2011

Summary. This study was designed to investigate the extent of socioeconomic bias in selected intelligence tests, with a view to identifying and constructing instruments which might better estimate the intellectual potential of pupils from deprived cultural and educational backgrounds. For such pupils the conventional intelligence test is unsuitable as a predictor of later educational progress if adaptive treatment reduces the effects of their educational handicaps.Nine promising culture‐reduced tests and subtests were administered to a representative Edmonton sample of 271 twelve and thirteen‐year‐old children, and the results analysed in relation to measures of socio‐economic status, verbal intelligence, achievement and school marks. City‐wide testing surveys conducted during the previous four years provided data on the same children, making longitudinal comparisons possible. The results supported the hypothesis that it is possible to measure a broad component of intellectual ability with significantly less cultural bias than is found in the conventional intelligence test. Raven's Progressive Matrices proved the most useful test in the battery since it showed high g loading, consistent and minimal relation with socioeconomic status, no evidence of cultural bias by items, and moderate correlations with school marks. The Cattell test of g and the Lorge‐Thorndike Figure Analogies subtest showed similar promise, since they met most of the criteria of the study in shorter testing time.
THE RELATION OF PSYCHOLOGICAL TEST SCORES TO ACADEMIC BIAS
Authors: HUDSON LIAM 
Published: May 2011

Summary. On entering the Sixth Form, English schoolboys choose between Arts and Science subjects. Effectively, this choice commits them to one career field or the other. The present research is aimed to discover whether psychological tests reflect the academic bias of such boys towards Arts or Science subjects; and whether they give any indication of boys' aptitude for specialised work at university and in research. A battery of conventional psychological tests was given to a sample of 315 15 and 16‐year‐old schoolboys, drawn from five schools. These boys had just finished the G.C.E. ‘O’ level examination, and stood a good chance of reaching university.Results show that the tests used do reflect academic bias surprisingly well. On the other hand, there are signs that the relation of tests scores to aptitude for university and research work will prove to be complex. Some of the most gifted young Science specialists, for example, have scores which bear no relation to the trend of results in the sample as a whole. The implications of these and other findings are discussed.
THE MEASUREMENT OF LEARNING ABILITY
Authors: MACKAY G. W. S. , VERNON P. E. 
Published: May 2011

Summary.— Intelligence tests are often assumed to predict a child's ability to learn, although they are seldom based on situations that directly involve any learning. A battery of nine group tests was devised for junior school children, each based on the learning of an unfamiliar task, and yielding six scores for successive stages of practice. These were applied to 8–9 and 10–11 year pupils, along with a number of more conventional tests, in order to find whether they added appreciably to the predictions of achievement derived from the previous year's work. As a measure of learning, residual gain was used, i.e., final scores holding initial scores constant.These residual gain measures were found to be largely specific in the younger group, though somewhat more consistent and more predictive in the older group. However, the tests differed considerably in their validities, and further work might produce more useful ones. There are considerable difficulties in finding tasks relevant to school progress which will also cover a wide range of ability, A stronger case might be made for using final scores, after a period of instruction and practice on new tests, as predictors.
TEACHERS' PERSONALITY DESCRIPTION OF SIX‐YEAR‐OLDS: A CHECK ON STRUCTURE
Authors: CATTELL RAYMOND B. 
Published: May 2011

Summary. Since factor analytic evidence on personality structure in young children is still uncommon and incomplete, an independent, checking analysis is presented on the excellent data gathered by Digman, on 102 seven and eight year‐olds, by use of behavior ratings on a standard set of thirty‐nine bipolar ‘marker’ traits.The general agreement with Digman's findings is good, seven of his eleven factors closely matching seven of the twelve here, in ‘blind’ rotations. However, where there are differences, the technical points by which differences in factor analyses may be evaluated are illustrated. In particular, the differences of interpretation are evaluated, for the present writer's factors A, cyclothymia; C, ego strength; D, excitability; E, dominance; and so on to O, guilt proneness, are more exactly confirmed here. This better confirmation coincides with (a) a higher hyperplane count (mean 70 per cent.), and (b) a higher statistical significance of simple structure by the Bargmann test. However, the differences of the independent analyses are small compared with the agreements.The study has relevance also to the cross‐cultural constancy of personality factors, in that the subjects were roughly half Japanese, half Caucasian, in Hawaii.
THE RELIABILITY AND VALIDITY OF THE GOODENOUGH DRAW‐A‐MAN TEST
Authors: PRINGLE M. L. KELLMER , PICKUP K. T. 
Published: May 2011

Summary. The findings reported here—which are part of a much larger longitudinal project—deal with the drawings of a man made by thirty‐seven children at yearly intervals throughout their junior school career, i.e., between the ages of 7 to 10 years. A total of 148 drawings was analysed according to Goodenough's instructions. The intelligence quotients obtained from the drawings were intercorrelated: (a) with each other; (b) with the Stanford‐Binet Intelligence Quotients and; (c) with W.I.S.C. Verbal, Performance and Full Scale Quotients. An analysis of the fifty‐one items of the Goodenough Scale was also carried out to investigate whether or not there is a regular, annual increase in scores over the four‐year period.The findings suggest:

That for junior school children the longitudinal test‐retest reliability of the Goodenough Scale is too low for it to be regarded as a stable measure of intelligence.
That the Scale's validity is even lower, average correlations with quotients obtained from the Stanford‐Binet Scale as well as from the W.I.S.C. Verbal, Performance and Full Scale being in the region of ·2.
That its discriminating power between successive years is not entirely satisfactory.
THE FACTORIAL NATURE OF ATTAINMENT IN ELEMENTARY SCIENCE
Authors: LEWIS D. G. 
Published: May 2011

Summary. Objective tests of attainment in physics, chemistry, and biology were administered to over three‐hundred grammar‐school pupils, together with a battery of verbal, number and spatial tests. A factorial analysis yielded the following results:

The tests of physics, chemistry, and biology formed a group factor over and above a general factor.
Verbal, spatial and numerical group factors were also found.
Attainment in science, as measured by the objective tests, is dependent upon (a) the general factor, and (b) the scientific group factor.
In addition, attainment in physics (though not in chemistry and biology) depends to some extent on the spatial factor.
Again, for girls, attainment in biology depends to some extent on the verbal factor.
Attainment in all three branches of school science is independent of the number factor. Numerical ability (as measured by speeded tests of the basic arithmetical processes) has no relation to attainment in school science.
The factorial pattern underlying scientific attainment is very similar for boys and girls.
PROMPTING AND FEEDBACK IN THE LEARNING, RETENTION, AND TRANSFER OF CONCEPTS
Authors: WITTROCK M. C. , TWELKER P. A. 
Published: May 2011

Summary. 184 college students were taught to decipher coded sentences. Two variables were studied: (a) Rule: given or not given before the learner responded; (b) Knowledge of correct response (KCR); given or not given. A 2 × 2 linear hypothesis design was used to analyze the four main experimental groups. As hypothesized, KCR increased learning, retention, and transfer only when the rule was given. It was concluded that KCR can be beneficial when it is not redundant.Subjects who received rules or KCR rated the learning test as more enjoyable than subjects who received both rules and KCR or neither rules nor KCR.
ROLE‐CONFLICT IN ADOLESCENCE
Authors: MUSGROVE F. 
Published: May 2011

Summary. The role‐conflicts of a group of adolescents (and pre‐adolescents) were assessed by asking the subjects to indicate how they would behave ideally, how they thought they in fact behaved, and how they thought various adult authorities and their friends expected them to behave. This was done by ranking various areas of conduct as they themselves, and in their view the adults and friends, evaluated them in their behaviour. The extent of disagreement among the ranks was taken as a measure of conflict.The adolescents were 470 fifteen‐year‐old grammar and modern school boys and girls in three industrial towns. A last‐year junior school group of forty‐seven children and sixty‐nine late‐teenage male technical college students were also investigated. Role‐conflict was greatest among the grammar‐school boys and technical college students, least among secondary modern school girls and junior school children. Grammar school boys showed more conflict than modern school boys, grammar school girls than modern school girls. There were no social‐class differences within a particular type of school. Teachers, mothers, fathers (and bosses) were seen by all groups to have substantially the same expectations; but there was greater conflict between self‐conception and perceived expectations of friends. The grammar school pupils' conception of their role stood midway between the perceived expectations of friends and of adults; the modern school children did not so generally see themselves between such extreme and conflicting demands.
A COMPARISON OF PROGRAMMED LEARNING AND NOTE‐MAKING AT TWO AGE LEVELS*
Authors: POPPLETON PAMELA K. , AUSTWICK K. 
Published: May 2011

Summary. Two investigations were undertaken to examine learning from two different forms of programmed instruction. In one condition, subjects were asked to make continuous responses to a linear programme; in the other, subjects were asked to work through the same programme presented in the form of a text‐book, and to make their own notes.Differences in learning were examined at two age levels. Twenty postgraduate students in a Department of Education took part in one investigation, and thirty‐six first year grammar school pupils formed the subjects for the other.The students reached the same level of achievement from both forms of the programme, but the grammar school pupils who worked from the programme learned better than those who worked from the text.Student comments on learning by these methods are described and the use of the efficiency index as an evaluative measure is discussed.
INTELLIGENCE AND THE IMPROVEMENT IN A GROSS MOTOR SKILL AFTER MENTAL PRACTICE
Authors: START K. B. 
Published: May 2011

Summary. Forty‐four male teachers' college students mentally practised a gross motor skill with which they had previously been unfamiliar. At the end of the six‐day practice period, the subjects' ability to physically perform the movement was assessed and was compared with the scores the subjects had obtained on a test of general intelligence. An insignificant negative correlation was obtained.In breakdown of the relation between these two variables, it appeared that the highly skilful subjects, as assessed by their physical performance at the test, tended to have a significant negative correlation between their skill scores and the intelligence marks. This feature was noted in another study in the literature.
ADAPTATION TO LEVEL OF DIFFICULTY IN JUDGING THE FAMILIARITY OF WORDS
Authors: HEIM A. W. , RAMSAY B. , WATTS K. P. 
Published: May 2011

Summary. The effect of context‐difficulty on judging the degree of familiarity of obscure words was investigated. Three experiments are described in which the subjects were, respectively, students from two different universities and naval ratings. All three groups displayed unwitting adaptation to the level of difficulty of the context in which the words were presented. Thus subjects, who were required to judge the familiarity of forty selected obscure words presented together with forty relatively easy words tended to judge the obscure words as unfamiliar; whereas those subjects (equated on vocabulary strength) who were presented with the selected words, together with forty extremely difficult words, tended to judge the selected words as familiar—the set of selected obscure words in the two cases being, in fact, identical. (Different sets of words were used, of course, for the students and for the naval ratings.)In addition, certain general differences emerged between the attitude of university students to little‐known words, and the attitude of naval ratings. The former were most influenced by context in their judgments of extreme unfamiliarity whilst for the latter, the context exerted a stronger effect on their judgments of complete familiarity.
A COMPARISON OF PEER AND TEACHER PERSONALITY RATINGS OF PUPILS IN A SECONDARY MODERN SCHOOL
Authors: HALLWORTH H. J. , MORRISON A. 
Published: May 2011

Summary. Previous work on teachers' personality ratings of secondary school pupils has established two main dimensions, one descriptive of the ‘reliable and conscientious’ or ‘emotionally stable’ pupil, the other of the ‘extraverted’ pupil. For the present study, ratings of pupils were obtained from both teachers and peers, using comparable lists of traits.The subjects were 200 boys and girls in the first, second and third years of a co‐educational secondary modern school. Ratings were made separately for boys and girls within each class, by the class teacher and by three pupils. The three pupils' ratings were combined to give one peer rating on each trait.Using an electronic computer, a correlation matrix was obtained for each sex group within each class, the matrices for each sex were combined using z‐scores, a principal components analysis was obtained for each combined matrix, and the axes were rotated to the Varimax criterion. In each case six factors were extracted, accounting for 68.9 per cent. of the variance in the boys' analysis and 60.3 per cent. in the girls' analysis.Four of these factors are comparable across both analyses. They substantiate the earlier findings of two principal dimensions for the assessment of pupils by teachers, and indicate that peer assessments follow a similar pattern. A factor of non‐academic leadership is discussed.
THE INCIDENCE AND NATURE OF MALADJUSTMENT AMONG CHILDREN IN SCHOOLS FOR THE EDUCATIONALLY SUBNORMAL
Authors: CHAZAN MAURICE 
Published: May 2011

Summary. An investigation has been carried out into the incidence, nature and aetiology of maladjustment among children in special schools for E.S.N. children in South Wales. This article discusses the findings of the first stage of the enquiry, in which detailed information was obtained about the incidence and nature of maladjustment, in the school situation, among 169 E.S.N. pupils and the same number of children in ordinary schools, matched for age, sex and socio‐economic background. The E.S.N. pupils were a complete sample of two age groups (9+ to 10+ and 13+ to 14+) in eight special schools.The E.S.N. pupils came predominantly from the lower social strata. They had more physical ailments and defects than the controls. On the basis of the Bristol Social Adjustment Guide, over a third of the E.S.N. children were maladjusted, nearly three times as many as in the control group. The E.S.N. children showed considerably more symptoms of depression, hostility towards adults, inhibition and emotional tension than the controls. There was also a higher incidence of speech defects, unsatisfactory attendance at school, delinquency and behaviour associated with delinquency in the E.S.N. sample. Maladjustment among the E.S.N. children was often associated with low sociometric status.These findings underline the importance of attention to the emotional and social needs of E.S.N. children.
TEACHING METHOD AND RIGIDITY IN PROBLEM SOLVING
Authors: PRINGLE M. L. KELLMER , McKENZIE I. R. 
Published: May 2011

Summary. Following the work of Luchins, a test suitable for 11‐year‐olds was designed to explore rigidity in problem solving among pupils in two junior schools. One of these is based on a child‐centred, progressive regime while the other believes in a mainly adult‐directed, traditional form of organisation. The total sample consisted of 211 children. Intelligence quotients and the results of two arithmetic tests were available for every child.No over‐all difference in rigidity was found between the two schools. However, within each school, children in the lowest stream and pupils of more limited intelligence showed a significantly higher degree of rigidity. Moreover, in the progressive school, the less able children showed greater flexibility in problem solving than the comparable groups in the school using traditional teaching methods. Thus, it seems, that intelligence and educational approach have a differential effect on rigidity, rather than an “all or none” influence as has been suggested previously.
MULTIPLE REGRESSION EQUATIONS FOR PREDICTING READING AGE FROM CHRONOLOGICAL AGE AND WISC VERBAL I.Q.
Authors: FRANSELLA FAY , GERVER DAVID 
Published: May 2011

Summary. To assist clinical and educational psychologists in comparing a child's reading attainment on the Schonell Graded Word Reading Test (GWRT) with that expected from one of his age and I.Q., three multiple regression equations are presented. These enable the psychologist to predict Reading Age on Schonell's GWRT from a given chronological age and WISC Verbal I.Q.The equations were calculated from data relating to 500 children tested at the Children's Department of the Maudsley Hospital, with the Schonell Graded Word Reading Test and the Wechsler Intelligence Scale for Children. Separate predictor equations are presented for age groups 6.2‐9 years, 10–12 years, 13–15 years, because of the differing correlations between reading age and I.Q., which are found with increase in chronological age.
ENVIRONMENTAL HANDICAPS AND INTELLECTUAL DEVELOPMENT: PART II
Authors: VERNON PHILIP E. 
Published: May 2011

Summary. This article gives the comparative results of samples of West Indian and English 10 1/2–11‐year boys on a battery of perceptual and performance tests. These, together with the results on educational and verbal tests and assessments of background variables, were analysed, and a similar factor structure was obtained in the two groups.The deficit of West Indian boys varies considerably with different tests, being most marked for practical and some non‐verbal g tests (also for pure linguistic development), much less serious for educational attainments and for various perceptual abilities. Differences between urban and rural sub‐groups in the West Indian sample tend to replicate this pattern.Substantial correlations in both samples were obtained between test performance and assessments of the cultural stimulus provided by the home, and smaller ones with socio‐economic status and with purposeful‐rational home climate. Male influence in the home seems to be particularly associated with the development of more practical abilities. The implications of the research for testing the educational potential of West Indian immigrant children in Britain are discussed.
THE STRUCTURE OF PERCEPTION: A FACTORIAL STUDY
Authors: BEARD R. M. 
Published: May 2011

Summary. A factorial study of twenty tests of visual and auditory perceptions and memories, and ratings in mathematics and English for boys and girls aged about 15, gave rise to seven factors: reasoning with verbal abilities, five perceptual factors and a factor contrasting an easy perceptual task with ratings in school subjects.The perceptual factors were (1) speed and strength of closure, (2) a spatial factor concerned with direction and orientation, (3) recognition and recall of Gestalten, (4) flexibility of closure, and (5) perceptual span. Almost identical factors appeared for both sexes and no perceptual differences were found for different kinds of school attainment, possibly owing to the general nature of the perceptual factors obtained. It is suggested that these factors have a general nature due to the way in which the brain functions, through the generalising power of language and, possibly, through kinaesthetic cues which link auditory and visual perceptions.