bluuebunny/crossref_metadata_2025_split huggingface dataset:
GENERAL KNOWLEDGE AND INTELLIGENCE*
Authors: INMAN DOROTHEA M. 
Published: May 2011

Résumé.LE RAPPORT ENTRE LES CONNAISSANCES GÉNÉRALES ET L'INTELLIGENCE.L'on fit passer deux examens parallèles sur les connaissances générales à 201 garçons et filles, élèves de deux écoles secondaires mixtes de la banlieue de Londres, et d'un lycée de jeunes filles et d'une école préparatoire de garçons dans un quartier où demeurent des gens aisés. L'on établit les corrélations entre les résultats de cet examen, ceux d'un test collectif et les notes scolaires. La corrélation moyenne remarquée entre l'âge intellectuel et les connaissances générales était de ·45, entre les connaissances générales et les travaux scolaires de ·41 et entre l'âge intellectuel et les travaux scolaires de ·27.Une étude de cas individuels suggère que le niveau de développement social était un facteur dans l'acquisition des connaissances générales dans lesquelles l'enfant mal‐ajusté se montrerait probablement défectueux.L'on trouva les garçons supérieurs aux filles dans tous les groupes d'âge étudiés; cette différence peut s'attribuer en partie à des différences dans le milieu en dehors de l'école et dans l'attitude vers le choix d'une profession.Zusammenfassung.DAS VERHÄLTNIS ZWISCHEN ALLGEMEINEN KENNTNISSEN UND DER INTELLIGENZ.201 Knaben und Mädchen zwischen zwölf und fünfzehneinhalb Jahren aus zwei koedukationeilen höheren Schulen in den Vororten Londons, aus einem Mädchenlyzeum, und aus einer privaten Knabenvorschule in einem wohlhabenden Wohnviertel unterzogen sich einer Prüfung in allgemeinen Kenntnissen. Die Ergebnisse wurden mit einem Gruppenintelligenztest und mit den Schulleistungen verglichen. Die beobachtete Mittelkorrelation zwischen geistigem Alter und Kenntnissen ergab sich als, 45, zwischen Kenntnissen und Schulleistung, 41, und zwischen geistigem Alter und Schulleistung, 27.Falluntersuchungen wiesen darauf hin, dass gesellschaftliche Reife einen Faktor in der Erwerbung umfangreicher allgemeiner Kenntnisse bildet, worin das sich schlecht einfügende Kind wohl unzureichend sein wird.Man entdeckte, dass die Knaben bei allen untersuchten Altersgruppen den Mädchen in allgemeinen Kenntnissen überlegen waren: dieser Unterschied liegt zum Teil an den Unterschieden in der Umgebung ausserhalb der Schule und zum Teil an Beweggründen, die mit der Berufswahl zusammenhängen.
VARIABILITY IN ATTAINMENT
Authors: KEMP LESLIE C. D. 
Published: May 2011

Summary.

Growing out of an earlier investigation into certain factors associated with level of attainment in junior schools, a subsidiary study has been made of the variability in attainment within schools.
Highly significant differences in spread of attainment scores within schools have been found.
Lack of interest in school appeared to be the only characteristic (of those considered) associated with greater variability in attainment in all the school subjects tested.
Variability in attainment in what have been called the rote subjects appeared to be greater in schools where, in addition to a lack of interest, there was a lower level of intelligence, socio‐economic status, and morale, with a progressive rather than traditional type of organisation. These schools tended to be housed in older types of buildings with larger playground space per pupil.
Less definite indications were found that variability in the comprehension subjects tended to be greater in schools where the children, in addition to showing lack of interest, came from homes of higher socio‐economic status. These schools tended to be large.
There is a suggestion that a more progressive kind of school organisation permits greater variability in rote attainment, while the more traditional or formal kind of organisation tends to lead to more homogeneous achievement.
Size of class appears not to be associated with variability in attainment.
SOME NON‐INTELLECTUAL CORRELATES OF SUCCESS AND FAILURE AMONG UNIVERSITY STUDENTS
Authors: HOPKINS J. , MALLESON N. , SARNOFF I. 
Published: May 2011

Summary.— An investigation was carried out among past students of University College, London, attempting to discover if there was any association between academic achievement and various social and psychological factors. The chosen criterion of success was graduation with or without delay. A questionnaire was sent to all the students of the College who, having entered for a degree course between 1948 and 1951, had eventually left without obtaining a degree. A similar questionnaire was sent to a control group of graduates. The analysis indicated a relationship between the criterion and each one of the following:Type of school attended.Possession of a grant or scholarship.Parents' education.General health (as reported by the student).Personal and social relationships.Eventual occupation.Motivation, as estimated by: Reasons given for choosing the college; Interest in subject of study; Age at choice of career.
THE SPEECH AND LANGUAGE DEVELOPMENT OF 5‐YEAR‐OLD CHILDREN
Authors: SAMPSON OLIVE C. 
Published: May 2011

Summary.

The aim of this research was to continue the study of speech development reported in 1956. The same fifty children (twenty‐five boys and twenty‐five girls), representative of all elements in the community, were followed up at the age of 5 years. They were given Intelligence, Vocabulary and Language tests. Most were seen in school.
Every child had made progress and this progress appears to be related to his family's occupational status and his own general intelligence.
When the earlier and present ratings were compared, the correlation was positive but somewhat low.
There was some evidence in the performances of the 5‐year‐old children tending to indicate the boys' superiority in precision and the girls' in fluency of expression, but on the whole the sex differences were small.
AN INVESTIGATION INTO THE EFFECTS OF COACHING ON NON‐VERBAL TEST MATERIAL WITH EUROPEAN, INDIAN AND AFRICAN CHILDREN
Authors: LLOYD F. , PIDGEON D. A. 
Published: May 2011

Summary. In the endeavour to compare the performances of children from different ethnic groups on standardised tests, carefully chosen samples of European, Indian and African children in Natal were given non‐verbal tests. Half the children in each group were then coached for two short sessions on the type of material employed in the tests and all children were then re‐tested.The initial scores of the European children were greatly superior to both the Indian and Africans. However, the net coaching effect on the African children was twice that on the Europeans, while for the Indian children it was zero. Reasons for the differences between the ethnic groups are discussed and the conclusion drawn that the standardised test scores of children from different cultural backgrounds cannot be considered comparable, even after a period of familiarization.
THE DEVELOPMENT OF FORMAL THINKING IN VERBAL COMPREHENSION
Authors: CASE DUNCAN , COLLINSON J. M. 
Published: May 2011

Summary. This paper describes the results obtained by the investigators in their efforts to establish whether the inferences that secondary modern school children and pupils in further education draw in history, geography and literature texts correspond to the formal operational stage of reasoning as postulated by Piaget in his theory of mental development. Further, it was sought to provide answers to the following questions:

Do the results obtained correlate more closely with mental or chronological age?
Is there any significant sex difference shown in the results?
Do the results show any significant difference by age?
THE ESTIMATION OF READABILITY OF BOOKS OF LOW DIFFICULTY
Authors: McLEOD JOHN 
Published: May 2011

Summary. The paper describes an experimental procedure designed to provide a meaningful index of the readability of four elementary reading books.Two hundred‐and‐fifty‐five children, whose reading ages had been assessed individually on a test of Word Recognition, were required to read thirty‐word extracts from each book. From the proportions of children at different reading levels who read an extract with not more than two mistakes, each book's readability, expressed as a threshold in the manner of the Constant Method of psychophysics, was calculated. Reliable readability levels were obtained for each book.A second, parallel experiment, in which children's reading ages were assessed by a reading comprehension test, was also carried out. A sample of 375 children was used. Readability levels which agree substantially with the earlier estimates, were again obtained.Readability levels of the books according to the Spache and Dolch formulae bore no consistent relationship to the experimental findings nor to each other.
CHANGES IN TERMAN‐MERRILL I.Qs. OF EDUCATIONALLY SUB‐NORMAL BOYS
Authors: RUSHTON C. S. , STOCKWIN A. E. 
Published: May 2011

Summary. Test results on the Terman‐Merrill* 1937 revision of the Stanford‐Binet Intelligence Scale (Form L) were examined for 111 ‘educationally subnormal’ boys in a residential special school. A comparison between results on entry at the age of 7 years and above, and before leaving between 14 and 16 years, showed a deterioration in mean I.Q. scores, despite the fact that the Roberts‐Mellone† (1952) corrections were applied.The proportion of ‘verbal subtests’ passed was consistently lower than the proportion of ‘non‐verbal’ tests', at all age levels.The hypothesis that the deterioration in mean I.Q. scores between mean C.A. 9⅙ and 15½ years, was due partially to the increased verbal weighting on this test at the higher age levels, was examined and supported.It was suggested that the test under consideration is unsuitable for the all‐round cognitive assessment of educationally sub‐normal‡ children. Suggestions were made for a more suitable type of test, and for further research on Terman‐Merrill (L).
DEVELOPMENTAL FEATURES OF BEHAVIOUR AND PERCEPTION
Authors: FISHER GERALD H. 
Published: May 2011

Summary. Two experiments are reported. They are concerned with what have been described as:

The ‘non‐manipulation paradox,’ this being related to a stage in the development of haptic perception in which children of the age of about 2 1/2 years, when presented with objects or shapes for tactile examination, make little or no attempt to maximise the available information relating to their spatial configurations. Paradoxically, they are, nevertheless, able to identify by touch cues alone, many objects with extremely complex spatial configurations. In this experiment the textural characteristics of a group of objects was controlled, by carving models of them in wood. The results suggest that important cues for recognition of objects at this age are textural rather than spatial.
The ‘topological‐primacy hypothesis.’ Piaget and Inhelder (1956) argue forcibly that the achievement of a spatial co‐ordinate system which is essentially linear is not complete until the age of about 8 or 9 years. They interpret the findings of their haptic shape perception experiments as indicating a gradual development from using ‘primitive’ topological relationships to using linear or Euclidean relationships based upon a vertical—horizontal system of co‐ordinates. This hypothesis was considered in a situation similar to that used by Piaget and Inhelder, but within the framework of an entirely different expermental design. The results of this investigation appear to indicate that, when a response is available equally to each of the two shape categories under consideration, the ‘topological‐primacy hypothesis’ requires to be replaced by one of ‘linear‐primacy.’
WHAT CAN PERSONALITY AND MOTIVATION SOURCE TRAIT MEASUREMENTS ADD TO THE PREDICTION OF SCHOOL ACHIEVEMENT?
Authors: CATTELL R. B. , SEALY A. P. , SWENEY A. B. 
Published: May 2011

Summary. Intelligence (fluid‐culture fair, and crystallized‐traditional tests), fourteen primary personality factors (on the HSPQ), and fifteen dynamic structure factors (on the School Motivation Analysis Test), were measured on five samples of seventh and eighth grade children (Total N = 563) involving (with the achievement test), eight hours of testing.Each of the three modalities of predictor accounted for about a third of the criterion variance, and since each has its own space, they together accounted for almost three‐quarters of the observable variance, leaving one‐quarter for environmental influences and accidents outside the child. The nature of the personality and motivation correlations, e.g., positive relations with super ego and self sentinlent factors, negatively with sensuality and pugnacity ergs, fits general motivation theory. Counsellers could thus increase predictive power by adding personality and motivation measures to the current ability tests.
DIMENSIONS OF STUDY BEHAVIOUR: ANOTHER LOOK AT ATI
Authors: BIGGS J. B. 
Published: May 2011

Summary. This paper reports a series of studies in the development of a Study Behaviour Questionnaire (SBQ), for use with university students. The major problem in the present research was to determine optimal ways of combining SBQ item scores: by sorting people's responses to items (R‐analysis), or by sorting items on the basis of how they discriminate between people (Q‐analysis).464 Arts and Science first‐year students completed the SBQ. The responses were analysed in both R and Q designs, and the resulting scale scores for each student were merged with his high school and university performance data. In the R‐analysis, 102 items were selected to sample 10 domains of study behaviour, and responses to these items were subjected to an oblique multiple group method of factor analysis. The 10 domains of study behaviour were confirmed although there was some significant intercorrelation between domains. In the Q‐analysis, four students were chosen at random from the Ability (high, medium, low) × Faculty (Arts, Science) × Sex matrix, replicated once. These categories were called ‘tests,’ and the items ‘people.’ Using an oblique Procrustes method of factoring, three Q‐scales were obtained. Factor scores on each of the 10 R and three Q scales were obtained for each student, and relationships with sex, faculty and performance were investigated.
CORRECTIVE READING PROGRAMME: AN EVALUATION
Authors: GREGORY R. P. , HACKNEY C. , GREGORY N. M. 
Published: May 2011

Summary. The four purposes of this paper were: (a) to provide further evaluative data on the Corrective Reading programme; (b) to carry out action‐research with the aim of organisational change in the host secondary school; (c) to demonstrate within‐school evaluation; and (d) to experiment with an alternative role to that of casework for an educational psychologist.Some of the Direct Instruction and the Corrective Reading programme literature was reviewed. A model of evaluation incorporating a planned‐change model of innovation provides the framework of the paper. The Corrective Reading programme was used with an experimental group of first‐year secondary‐aged children (N = 11) with reading problems, and compared with the school's own remedial provision with a comparison group of similar children (N = 8). In 5 months of teaching the experimental group, on average, gained 1.8 years in reading whilst the comparison group gained 0.2 years. The experimental group also maintained good school behaviour and improved attendance, more so than the comparison group.This paper exemplifies the co‐operation between psychologist and school in evaluating current and proposed new practice. Such a role for a psychologist is likely to generate more organisational definitions and solutions of school problems than is usual in casework.
THE COMPARATIVE EFFECTS OF STRATEGY AND EFFORT ATTRIBUTIONS
Authors: CLIFFORD MARGARET M. 
Published: May 2011

Summary. The effects of attributing academic failure to effort or strategy were examined with the use of college students and teachers as subjects. Both the attitude and future performance of a college freshman described as receiving a GPA of 1.8 (C ‐) on her first semester's work were judged to be significantly more positive when poor performance was attributed to strategy in contrast to effort. A measure of perceived affect produced an interaction which indicated that college teachers, but not students, perceived affect to be more positive under effort attributions.A secondary purpose of this research was to examine the effects of having subjects judge perceived affect either before or after making judgments on attitude and future performance. Data suggest that the initial processing of affect may lead to more positive judgments of attitude and future performance on the part of teachers but less positive judgments on the part of students. The theoretical and practical implications of these findings are discussed.
Occupational stress in head teachers: a national UK study
Authors: Cooper Cary L. , Kelly Mike 
Published: May 2011

This study assessed occupational stress amongst 2,638 head teachers of primary and secondary schools, together with principals/directors of further and higher education establishments, throughout the United Kingdom. Data were collected on personal/job demographics, sources of job stress, mental health, job satisfaction and coping strategies. These data were analysed by SPSS‐X, producing univariate, bivariate and multivariate techniques.It was found that as we moved from the further/higher education level to secondary to primary sectors, the levels of job dissatisfaction and mental ill health rose. In addition, it was found that, with the exception of primary schools, female head teachers in secondary and FHE seem to be suffering significantly greater job dissatisfaction than their male counterparts, although this does not translate itself into mental ill health. Male head teachers, on the other hand, seem to suffer more mental ill health than their female counterparts. And finally, the two main sources of occupational stress that appear in many of the multivariate analyses as predictors of job dissatisfaction and mental ill health are ‘work overload’ and ‘handling relationships with staff’. The implications of all these findings are discussed in detail.
Learning about responsibility: lessons from homework
Authors: Warton Pamela M. 
Published: May 2011

Background. Responsibility, it has been argued, can be usefully studied if it is defined in terms of specific principles, such as self‐regulation. This study investigated children's practices and ideas about self‐regulation for one particular aspect of school work, namely, completing homework.Aims. The research questions were: what practices do children report in regard to homework, what understandings do children display about being responsible for homework, and do these understandings vary as a function of the grade level or gender of the child?Sample. The sample comprised 98 Australian children, 34 from grade 2 and 32 from each of grades 4 and 6.Method. Children were interviewed individually, asked about homework practices and given questions which explored ideas about self‐regulation. The taped interviews were transcribed and the open‐ended responses coded by two independent judges.Results. Results indicated few age differences in reported practices, but an age‐related shift in ideas, from other‐regulation (grade 2) to self‐regulation (grade 6).Conclusions. It is argued that activity contexts such as homework play an important role in both the development of self‐regulated practice and in the understanding of responsibility. A proviso was given that such findings may be limited to middle class groups where completion of homework may be a parental priority.
A note on the reliability and validity of a 30‐item version of Entwistle & Tait's Revised Approaches to Studying Inventory
Authors: Duff Angus 
Published: May 2011

Background. The Approaches to Studying Inventory is a widely used instrument, devised to measure individual differences in learning, and has recently undergone revision. No published work reports the psychometric properties of the Revised Approaches to Studying Inventory (RASI).Aims. The study aims to determine the reliability and validity of the scores produced by a short‐form, 30‐item RASI.Sample. The sample consisted of 356 undergraduate students (204 females, 125 males, 27 anonymous responses) enrolled in the Faculty of Business at a medium‐sized UK university. A total of 101 were aged 25 years or over, 228 were aged under 25 years.Methods. The internal consistency reliability of the scores produced by the RASI is established by the calculation of alpha coefficients. The construct validity of the scores produced by the instrument is established by oblique factor analysis of the 12 subscales and then the 30 items.Results. Evidence of moderate to high internal consistency reliability and satisfactory construct validity.Conclusions. This short‐version of the RASI can be recommended to researchers, staff developers and teachers as a useful instrument to measure approaches to learning.
A multi‐level analysis of cultural experience and gender influences on causal attributions to perceived performance in mathematics
Authors: Kivilu Joseph M. , Rogers William T. 
Published: May 2011

Background. Causal attributions to academic performance are among the most important factors that influence the student's subsequent achievement behaviour.Aim. The effects of student's gender and cultural experience (region) on the ratings of previously identified causal attribution factors were investigated.Sample. The participants were 341 high school students from the urban (N = 144) and the rural (N = 197) regions of Kenya. There were 205 male and 136 female students.Methods. Causal comparative research design was used and data collected using the Causal Attribution Scale (CAS). The Hierarchical linear model (HLM) technique was used to test the hypotheses.Results. There were significant gender and cultural experience variations in the mean ratings of the attribution factors. Instructional Strategy was highly rated for perceived success, and lack of Ability for perceived failure. Effort was of least importance in making attribution to either perceived success or failure.Conclusions. The findings do not concur with research findings from Western and Asian countries where Effort is considered important in making attributions for either perceived success or failure. The findings, however, agree with research findings from Asian and other non‐Caucasian societies where success is attributed to external factors (e.g., task difficulty) and failure to internal factors (e.g., ability). These findings have some implications for cross‐cultural research in causal attribution as it relates to academic performance. While certain causal attributions studied in ‘Western’ and Asian cultures differ in terms of perceived success and failure, the current study indicates that other causal attributions are important and used differently by students from Kenya.