bluuebunny/crossref_metadata_2025_split huggingface dataset:
A STUDY OF SOME CONTRIBUTIONS OF THE MORRISBY DIFFERENTIAL TEST BATTERY TO VOCATIONAL SELECTION
Authors: EL‐SHARKAWY M. K. L. , LEE D. M. 
Published: May 2011

Summary. This paper reports an investigation concerned with gathering information about the Morrisby Differential Test Battery in relation to various claims for its usefulness in vocational selection. Along with a pre‐constructed attitude scale, the complete test battery was administered to 154 entrants and 163 apprentices of three years' standing in several large firms within the British Iron and Steel Industry. In particular, the scores describing the Morrisby Modal Profiles were compared with Training Officers' ratings of similar characteristics. In the present paper the main analyses are from scores obtained by the older apprentices; some of the data on reliability coefficients were gained by retesting a group of entrants. It is the intention of the authors to follow up the entrants at the end of three years to obtain further information about the predictive validity of this test battery and to report this in a later paper.The individual reliability coefficients of the twelve tests comprising this battery are shown to vary widely. In view of the relatively small number of testees, these results can only be regarded as indicative and further studies are needed. The test manual lacks information about the validity of the battery, though extensive claims are made for the so‐called ‘modal profiles’ in estimating the intellectual ‘personality’ of the individuals concerned. Against the two criteria here employed, the ‘ability’ tests are shown to have more validity than the ‘personality’ profiles. The ‘skill’ tests show very low validity coefficients.Morrisby stresses the differential nature of his battery and suggests that a basic factorial structure is neither present nor intended. A preliminary factor analysis of scores obtained from this investigation showed four main factors of a type generally found in the analysis of large test batteries. A profile chart could be constructed on the basis of these factors which could be of use in vocational selection.
A STUDY OF THE EFFECTS OF INSTRUCTIONS IN A MULTIPLE‐CHOICE MATHEMATICS TEST
Authors: TAYLOR P. H. 
Published: May 2011

Summary. A moderately speeded, moderately difficult multiple‐choice mathematics test was set under three different instructions to three random samples of 15‐year‐old pupils of average and above average ability. The aim of the instructions was to dispose the pupil so as to inhibit his propensity to guess (A), to encourage it (C), and to be neutral in respect to guessing (B).Analysis of variance of both raw and corrected scores showed there to be no significant effect attributable to instructions either in the whole test or in the earlier or later part of the test. The instructions affected the pupils' item response pattern. There were fewer omits and unfinished' items than would be expected by chance arising from the inhibiting instructions (A), more from the instruction encouraging guessing (C) and the level expected by chance from the neutral instructions (B). The concurrent validity was not significantly affected by the instructions.
TOWARDS A RATIONALE FOR TESTING ATTAINMENTS AND ABILITIES IN AFRICA
Authors: IRVINE S. H. 
Published: May 2011

Summary. A brief review of recent research in Africa in the field of cognitive measurement is followed by a discussion of the central issue of test score meaning in testing educational skills and aptitudes. Influences on test score meaning are hypothesised, among them sex differences and role relationships. A major influence is the quality of school attended. Two factor analyses are reported in an attempt to clarify the application of traditional constructs in the mapping and prediction of educational skills. They indicate that constructs like ‘ g,’ ‘ v. ed.’ and ‘ n ’ may have legitimate psychological meaning in non‐western cultures. To assess the comparative validity of the same test used on different cultural groups, item difficulties for Raven's Progressive Matrices between British and African groups were correlated. The resulting rank correlation (.695) was taken as prima facie evidence that the test scores were only partly comparable, but encouraged using the Raven as a ‘ g ’ reference axis in factor analysis.The results quoted were gained from a representative sample of over 1,600 African eight‐year educated children in Southern Rhodesia, and from a follow‐up group of 291 from the same sample in Form I (nine‐year educated). In addition, concurrent validities with primary school headmasters' estimates, using combinations of traditional and experimental tests, were in the region of .90 while multiple correlations of .70, uncorrected for range restriction, were gained with a Form I multiple criterion. These correlations were achieved by selecting varieties for regression analysis with reference to the factor analyses carried out, in an attempt to check the psychological meaningfulness of the factor solutions.
THE SOCIAL NEEDS AND SATISFACTIONS OF SOME YOUNG PEOPLE
Authors: MUSGROVE F. 
Published: May 2011

Summary. Questionnaires completed by 367 young people between 14 and 20 in the industrial North, indicated the range and nature of the needs which they thought should be met by home, school, club and work, respectively, and the needs which they thought were, in fact, met. Two‐hundred‐and‐fifty subjects were members of mixed youth clubs (fifty were at work, 200 at school). Their responses on a sentence‐completion test were compared with the responses of fifty non‐club members who were at work and sixty‐seven who were at school.Boys and girls, club members and non‐members, young workers and those still at school, all demanded predominantly ‘ expressive ’ functions of their homes: feeling at ease, wanted, loved and secure. Approximately a quarter of their demand referred to ‘ instrumental’ functions: character training, instruction in domestic and other skills, preparation for getting ahead in the world. Their demands were broadly satisfied, although some 10 per cent, of club‐members' statements referred to frustrations and restrictions at home. Less than 2 per cent, of non‐club members' statements about home were negative; and it seems possible that club members may often come from comparatively restrictive homes.The club was expected to provide mainly ‘expressive’ satisfactions, and did so. Only 6 per cent, of members' statements referred to frustrations. Both work and school were expected to be almost equally ‘ expressive ’ and ‘ instrumental.’ The instrumentality of work was seen mainly in terms of character/independence training. Sohool massively failed to fulfill the expressive functions expected of it—particularly the grammar school. But club members were more frustrated by school than non‐club members; and again, it seemed that the club might be an important source of ‘ expressive ’ satisfactions denied elsewhere. The predominantly negative self‐concepts of some grammar‐school sixth‐formers, who were independently investigated, were in line with the need‐frustrations which grammar school pupils appeared to suffer.
THE EFFECT OF LECTURE TIME ON LEARNING
Authors: HOLLOWAY P. J. 
Published: May 2011

Summary. Dental students were lectured alternately at the beginning and end of the day throughout a lecture series at which summary hand‐outs were available. They were tested by a multiple‐choice examination paper, and the results analysed statistically. There was no reliable evidence that the students' performance was better after attendance at the morning than at the afternoon lectures. However, they recorded significantly more correct responses to questions set on the lectures they attended than on those they missed.As a group they showed no preference for the late rather than early lectures, although some students favoured the former while others favoured the latter.
DISCRIMINATION LEARNING AND DISCRIMINATION LEARNING SETS IN SUBNORMAL CHILDREN*
Authors: LUNZER E. A. , HULME I. 
Published: May 2011

Summary. The aim of the enquiry was to establish whether subnormal children have more difficulty than normals of comparable mental age in learning a visual discrimination and in forming a discrimination set. Twenty‐eight older sub‐normal children and twenty‐four normal pre‐school children were required to solve six visual discrimination problems. Owing to imperfect matching, the normal group had a somewhat higher mean M.A. Nevertheless, little difference appeared either in the number of trials to master the first problem or in subsequent improvement attributable to the learning set.It was found that children who were rated as lacking in self‐confidence fared badly in the experiment.Spontaneous naming of the discriminanda was as frequent in the subnormal group as it was among the normals. Indeed, questioning children at the end of a problem as to their mode of solution elicited significantly more such “discriminating verbalisation” from the subnormals than it did from the normals. Nevertheless, such language appeared to be unrelated to the speed of learning.A comparison of the present results with others reported in the literature suggests that specific deficit is more likely to be found at higher mental ages when the role of language may be more decisive.
THE SELF‐CONCEPT IN THE PSYCHOLOGICAL GUIDANCE OF ADOLESCENTS
Authors: ZAHRAN HAMED A. S. 
Published: May 2011

Summary. An attempt was made to relate the Self‐Concept to the whole personality structure and to indicate the significance of the relationship for psychological guidance of adolescents. A large number of Self‐Concept, counselling and adjustment, intellectual, personality, perceptual, social and environmental tests covering 130 variables were given to a group of 170 adolescents.Cluster analysis (which was confirmed by factor analysis) revealed a main cluster of five variables on the basis of which the sample was divided into three, a Positive Self‐Concept group, a Negative Self‐Concept group and a middle group which was labelled ‘Normal Control.’ Analysis showed these three groups to be differentiated by a large number of variables. There were also sex differences and differences between extreme groups within each sex.
AN EXPERIMENT ON MULTIPLE‐CHOICE VERSUS OPEN‐ENDED ANSWERING IN A VOCABULARY TEST
Authors: HEIM A. W. , WATTS K. P. 
Published: May 2011

Summary. An experiment was conducted in which the results of multiple‐choice and open‐ended techniques were compared on a test of vocabulary (Test E of the Self‐judging Vocabulary Scale). The subjects were two groups, each consisting of fifty naval ratings, equated on intelligence test AH 4. Group M took the vocabulary test in its multiple‐choice form immediately followed by the same test in open‐ended form; for Group O, the order was reversed.Significant differences were found between multiple‐choice and open‐ended scores, the former being substantially higher than the latter. The order in which the two forms of vocabulary test were taken was found to influence (a) the subjects' responses and (b) the association between intelligence test and vocabulary test scores. On both forms of the vocabulary test, the subjects' scores proved to be closely related to their self‐estimates of word‐familiarity.
ABILITY IN SCIENCE AT ORDINARY LEVEL OF THE GENERAL CERTIFICATE OF EDUCATION
Authors: LEWIS D. G. 
Published: May 2011

Summary. Objective tests of ability in physics, chemistry and biology were constructed, each test being structured into the three broad categories of (i) basic knowledge, (ii) comprehension and application, and (iii) evaluation, along the lines of the Bloom Taxonomy. The tests were administered together with tests of verbal, numerical and spatial ability to all the boys who had completed the Ordinary Level science syllabuses of the Joint Matriculation Board in five schools in the Manchester area. A factorial analysis yielded the following results:

A factor of scholastic achievement was obtained. This factor was of major importance in the categories of knowledge and of comprehension and application in each of physics, chemistry and biology.
The categories of evaluation were linked factorally to but a limited extent to the categories of knowledge and comprehension and application.
An aptitude or reasoning factor, comprising ability in the spatial, numerical and (to a less extent) verbal fields, was indicated. This factor contributed substantially to the categories of evaluation in physics, chemistry and biology.
Numerical and verbal factors were also obtained. These factors, however, made little contribution to the measures of ability in science.

Some implications for the teaching of science in schools are discussed.
VERBAL INTELLIGENCE, VISUOMOTOR ABILITY AND SCHOOL ACHIEVEMENT
Authors: BRENNER M. W. , GILLMAN S. 
Published: May 2011

Summary. The Bender Gestalt Test, scored according to the Koppitz system discriminated clearly between a group of children with visuomotor disorder and educational problems and a matched group of normal subjects.There was a marked difference between scores for emotional adjustment in the two groups. Failure on the Bender Gestalt Test was associated with under‐achievement at school and failure in a selective school examination a year later, even for children with high verbal intelligence. It would appear that selective school examinations are not so heavily biased toward verbal skills as to make success possible for children seriously handicapped by visuomotor dysfunction.
THE VALIDITY AND RELIABILITY OF BENTLEY'S MEASURES OF MUSICAL ABILITIES
Authors: McLEISH JOHN 
Published: May 2011

Summary.A group consisting of twenty‐five ESN children, aged from 8 to 15 years, fifty primary school children, aged from 9 to 10 years, and thirty secondary modern children, aged from 12 to 13 years, were tested with Seashore's, Bentley's and Wing's tests of musical ability. The group was re‐tested with Bentley's test exactly a year later. The children's scores on all the tests in the three batteries (six in Seashore, seven in Wing, four in Bentley) were positively correlated. A general factor was extracted, accounting for 35 per cent of the total test variance. This was identified as Burt's ‘group factor of musical ability.’ Bentley's measures show saturation coefficients of 0·646 on the average, in contrast to an average of 0·470 in Wing and 0·621 in Seashore. The test‐retest reliability of Bentley's test (total score) was found to be 0·830. Of the three batteries, Bentley's was found to be easiest to use, causing least test anxiety in the three groups of children and being most economical in time needed for testing. The ESN group was found to be markedly inferior on all three batteries, less so on Bentley's tests than on the two others. However, in tests involving simple auditory discrimination (pitch, intensity) their average scores were equal to the other groups. But in more complex judgments, involving memory, their average scores dropped significantly. As far as the primary school group is concerned, the strong impression was given that not enough ‘headroom' is provided, as the musical quotients (Bentley ‘grades’) were markedly bunched at the top end.
THE PERFORMANCE OF SIXTH‐FORMERS IN GENERAL STUDIES
Authors: LEWIS D. G. 
Published: May 2011

Summary. The performance of groups of candidates on questions selected from the General Studies Advanced Level examination of the Joint Matriculation Board was compared. Four groups defined by the candidates' other Advanced Level subjects were selected: (i) a language‐literature group, (ii) a social studies group, (iii) a mathematics‐science group and (iv) a science (but non‐mathematics) group.In an analysis of performance on a balanced set of questions cross‐classified with respect to content (arts and science) and process (knowledge, comprehension and literacy) the differences among the groups were not statistically significant.The groups × content × process interaction was significant at the 1 per cent level. In particular, within‐group differences in performance on the arts and science comprehension questions were far more prominent in the language‐literature and social studies groups. The results are discussed with respect to the validity of examinations of general studies in schools.
DIVERGENT THINKING ABILITIES IN SECONDARY SCHOOLS
Authors: LYTTON HUGH , COTTON ALAN C. 
Published: May 2011

Summary. In a previous study of primary schools, children in ‘informal’ schools scored higher on tests of divergent thinking than children in ‘formal’ schools. A parallel study of two ‘informal’ and two ‘formal’ secondary schools failed to yield a similar result. Some possible explanations of this finding are put forward.Convergent ability was shown to be more closely related to social class than divergent ability.
THE SIGNIFICANCE OF ‘LIE RESPONSES’ IN THE PREDICTION OF EARLY DELINQUENCY
Authors: GIBSON H. B. 
Published: May 2011

Summary. Three measures were obtained concerning 411 boys at primary schools: (i) the degree of Social Handicap of their homes, (ii) school‐teachers' behavioural ratings, (iii) the New Junior Maudsley Inventory (NJMI). Four years later, they were screened for records of court conviction and for minor delinquent acts. Boys convicted by their 14th birthday (N=30) were matched for degree of Social Handicap with innocent controls.Social handicap was found to interact with the three scales of the NJMI, severely handicapped boys being specially high on N. Handicap and teachers' ratings both predicted official delinquency. The contrast between teachers' report and self‐report on the L items produced a scale of ‘Suppression’ which also predicted court conviction. Among the ‘low suppressors' only, Extra‐version predicted conviction significantly. The N scale did not discriminate.
SOME EVIDENCE ON THE INTERACTION BETWEEN TEACHING STRATEGY AND PERSONALITY
Authors: TROWN E. ANNE 
Published: May 2011

Summary. The investigation was concerned with possible interactions between teaching strategy and personality differences among children learning mathematics in the early years of secondary school. Part of a text in extensive current classroom use was the basis of learning material structured so that the effect of giving rules before or after examples could be revealed.Throughout the experiment introverts were superior in performance when rules were presented before examples and extraverts were superior when rules were presented after examples. This interaction was significant for all three dependent variables of ‘original’ learning, ‘retention’ and ‘transfer.’ When two levels of anxiety and two levels of intelligence were examined separately a similar treatments x extraversion interaction appeared within every analysis, whatever the dependent variable, reaching significance in several instances.
WHEN IS BLACK BEAUTIFUL? COLOURED AND WHITE CHILDREN'S REACTIONS TO SKIN COLOUR
Authors: RICHARDSON S. A. , GREEN A. 
Published: May 2011

Summary. The purpose of the study was to explore the values London school children hold toward peers with dark as compared to light skin colour. Subjects were coloured and white children aged 10–11. Values were defined as choice or preference behaviour. Preference rankings were obtained using a set of pictures of a child in which all characteristics were held constant except skin colour and the presence or absence of a physical handicap.On the average boys and girls, coloured and white, preferred light to dark skin colour. A coloured child without a physical handicap was liked more than white children with physical handicaps. Various other results were obtained.
EFFECTS OF ADMINISTRATION AND SCORING ON DIVERGENT THINKING TESTS
Authors: VERNON P. E. 
Published: May 2011

Summary. A survey of research on tests of divergent thinking shows that performance at these tests may be considerably affected by the conditions under which they are given, the instructions, and the way the subjects interpret the task requirement. In particular, Wallach and Kogan considered that they measure a creativity factor distinct from convergent intelligence only if given individually, under permissive, untimed, ‘game‐like’ conditions. However, several studies indicate that such conditions can be sufficiently approximated in group testing.Two sets of seven classes of Canadian Grade 8 pupils were given a battery of seven divergent thinking tests, the first set under ordinary test‐like conditions, the second under more relaxed and informal, and relatively untimed, conditions. Analysis of the results showed that: (a) Scores based on grading unusual responses are more consistent and give higher correlations with other variables than frequency scores or per cent of unusual responses; (6) Larger numbers of high scores are obtained under relaxed conditions; (c) The factorial structure of ‘ formal’ and ‘ relaxed ’ SCORES ARE GENERALLY SIMILAR; (d) Correlations of relaxed scores with other variables, including intelligence measures, are generally higher, and particularly with variables relating to creativity.
PRIMARY EDUCATION AND DIVERGENT THINKING ABILITIES—FOUR YEARS ON
Authors: HADDON F. A. , LYTTON H. 
Published: May 2011

Summary. An earlier study had shown that ‘informal’ progressive teaching in the primary school promoted divergent thinking abilities (DTA) more than a formal subject‐centred approach. The present research investigated the hypothesis that the effects of such differing approaches would still be measurable four years later, irrespective of the type of secondary school attended. 151 of the original sample of 211 children were traced and retested when they were about 15. The children from the informal schools still performed significantly better on DTA tests.Subsidiary hypotheses which received some support were: that relative standing on tests of DTA would remain relatively constant; that DTA, in common with other mental abilities, increases over the age range 11–15; that there is a relationship between socio‐economic status (SES) and DTA. The hypothesis that level of DTA and course or career choices were related was not confirmed.
THE PERFORMANCE OF PUBLIC SCHOOL BOYS ON A HIGH LEVEL TEST OF REASONING
Authors: HEIM A. W. , WATTS K. P. 
Published: May 2011

Summary. 1,439 boys, members of four public schools, took Test AH6 AG. This is a high‐level test of reasoning whose total score can be broken down into a verbal (V) and a numerical‐plus‐diagrammatic (N + D) subscore. These three measures were compared with the boys’ GCE results at O‐level and A‐level.Significant correlations were obtained between the test and GCE, for most school subjects. A tendency was found for V to yield the best results in arts subjects; in mathematics and science, however, total score in general yielded a closer association than did N + D. AH6 AG proved to be a good predictor of all‐round scholastic ability on the criterion of number of O‐ and A‐level subjects successfully taken.