bluuebunny/crossref_metadata_2025_split 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.
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.
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).
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.
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.
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.”
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.
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 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.
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, andA 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 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.
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.
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.
THE EVALUATION OF CERTAIN SCIENCE PRACTICAL TESTS AT THE SECONDARY SCHOOL LEVEL
Authors: ABOUSEIF A. A. , LEE D. M. 
Published: May 2011

Summary. Science teachers have expressed dissatisfaction regarding both the validity an the predictive value of the conventional practical tests in science. The proposed new secondary school examinations have necessitated a rethinking of the purpose of such tests, and the investigation here described is a contribution to this field. It has been carried out as far as possible within the kind of conditions which may obtain for these new examinations.Three forms of practical science tests were based on six hypothetical components of practical ability in science. Tests were constructed in biology, chemistry and physics. Using 196 secondary school pupils, the results from these tests were compared with scores on tests of attainment and ability in science, and with corresponding teachers' estimates. The analysis of these scores showed wide differences between schools and between identical test patterns in the three science subjects. The differences between schools were no doubt temporary facets of a new and disturbing situation. Greater theroetical interest attaches to the differences between the test adaptability of the separate subjects, and it would seem that identical test procedures cannot be used in each field.
THE PSYCHOLOGY OF BEGINNING READING: AN EXPERIMENT WITH TWO METHODS
Authors: TENSUAN EMPERATRIZ S. , DAVIS FREDERICK B. 
Published: May 2011

Summary. In one of the largest and best‐controlled experiments in the teaching of beginning reading, data were obtained that lead to the conclusion that the combination, or multiple‐approach method of teaching reading, yields better results in teaching Pilipino in grades 1 and 2 than the cartilla, or direct‐phonic‐drill, method. Furthermore, the data strongly suggest that training in learning to read Pilipino by the combination method facilities learning to read English more than learning to read Pilipino by the cartilla method.Because English is less regular in its grapheme‐phoneme correspondence than Pilipino, the cartilla method, or any method similar to it, is even less likely to be the best way to teach beginning reading in the United States. The data lend no support to arguments in favor of using direct phonic drill in teaching beginning reading.