bluuebunny/crossref_metadata_2025_split huggingface dataset:
AGGRESSIVE AND WITHDRAWING CHILDREN IN THE NORMAL SCHOOL
Authors: LUNZER E. A. 
Published: May 2011

Summary. Forty‐two “aggressive” and forty “withdrawing” children, selected by teachers out of a total school population of 1,002 children, are compared with each other and with a group of “exceptionally well‐adjusted children.” Comparisons are based on rating scales, Bristol Guides to Social Adjustment, a sociometric test, and a test of social adaptation.The results indicate that there are probably rather more problems of aggression than withdrawal but that the severity of the two behaviour patterns is comparable. These indications are confirmed by a limited one‐year follow‐up.
A NOTE ON THE RESPONSES MADE BY SECONDARY SCHOOL CHILDREN IN THEIR DEFINITIONS OF WORDS
Authors: BURNS DONALD G. 
Published: May 2011

Summary. Investigations into the nature of children's definitions commonly imply some classification based on the formal characteristics of the definition (definition by synonym, by class, by description and so on). Examination of a large number of definitions from school children in Leeds suggested that it was impossible to group definitions with confidence in categories of this kind and that any attempt to assess their value should be based on criteria of a psychological kind.Definition by emotional tone appears to be one of the most rudimentary types of definition and though such definitions have frequently very little social value, they evidently occupy an important place in a psychological scale of values.Definition that associates meaning with a specific situation often appears superior to definition by emotional tone because it suggests a more socialised and mature concept: but within this category, many levels may be noted, ranging from the proto‐class to the purely emotional.Definitions that are generic in type, seem to reveal greater social maturity and would appear to be superior logically and psychologically to definitions in terms of specific contexts or emotional tone. Four kinds of definition of this type are distinguished.Various levels of definition are to be found within each of these main categories and it is suggested that the level of definition and its category should be considered separate criteria in any scale of semantic values. In general, the category indicates the extent to which the definition may be logically adequate and the level, the extent to which it reflects maturity of understanding. A good definition is satisfactory by either criterion but any definition that is less complete than this, should presumably, be judged by a criterion of conceptual as well as logical adequacy and in many situations (e.g., psychological tests), the former may be more useful than the latter.
ZERO ERROR IN MORAY HOUSE VERBAL REASONING TESTS
Authors: PILLINER A. E. G. , SUTHERLAND J. , TAYLOR E. G. 
Published: May 2011

Summary. Non‐equivalence in the performance of the samples of children used in standardising the several members of a series of similar tests results in lack of comparability between the standardised scores obtained with different tests in the series; all the standardised scores from one test may be positively or negatively biassed relative to those from another. The bias is named ‘zero error’.The zero errors of twenty Moray House verbal reasoning tests, all relative to one taken as standard, are estimated and shown to be larger for more recent than for earlier tests. The increase is ascribed mainly to increased test sophistication in the later standardisation samples.Local education authorities should take zero errors into account in their allocation procedures.
INTERACTION OF HEREDITY AND ENVIRONMENT IN REGARD TO ‘MEASURED INTELLIGENCE’
Authors: STOTT D. H. 
Published: May 2011

Summary. Recent work in experimental biology suggests interaction in the form of the facilitation of genetic pre‐disposition by adverse conditions of gestation. This may explain not only how certain environmental factors may produce mental defect and physical malformation in human beings, but also certain more general findings of the Scottish Mental Survey.The greater resemblance in ‘measured intelligence’ of monozygotic twins can no longer confidently be attributed to ‘heredity.’Interaction of this type presupposes a very great number of alternative modes of development. Congenital variations in temperament and motivation, by affecting the acquisition of mental skills, add further alternatives.The ‘contributions’ of heredity and environment can, consequently, be the subject only of retrospective estimate in individual cases; general quantitative estimates for a population are meaningless.
A NATIONAL SURVEY OF THE ABILITY AND ATTAINMENT OF CHILDREN AT THREE AGE LEVELS
Authors: PIDGEON D. A. 
Published: May 2011

Summary. During 1955 some 10,000 children attending maintained or assisted schools in England and Wales were given specially designed tests of reading, arithmetic and non‐verbal ability. The children tested formed separate samples in each of three age groups. The age groups and the dates of testing were so chosen that the children in the three samples were:

Commencing their junior school course (7–8 years).
Ending their junior school course (10 1/2–11 1/2 years).
In the last year of compulsory education (14–15 years).

A systematic but unbiased method of sampling was employed which was considered to be effectively random.The aims of the survey were:

To obtain reliable estimates of attainments as a base‐line for future comparisons.
To determine the degree of backwardness in each age group.
To compare the levels of attainment of boys and girls, and of children attending schools in urban and rural areas and of various types, e.g., mixed, single‐sex, all‐age, voluntary.

While the results obtained relevant to the first two aims cannot be evaluated until the repeat of the survey, planned for 1960, is carried out, this paper gives some of the more general findngs relating to the levels of attainment achieved by the children in the three age groups, and to the differences in performance observed between children in various sub‐groups.
II—The Effect of Practice on Performance in Scholastic Tests
Authors: CURR W. , GOURLAY N. 
Published: May 2011

Summary.

The main object of the investigation was to obtain some measure of practice effect for tests in mechanical reading, reading comprehension and arithmetic. Standardised tests in these skills were given at varying intervals of time to groups of 9–10‐year‐old children in four primary schools.
The statistical analysis employed provided estimates of the mean gains both at the average level of ability for the age group (9·5 years) and two years below average (7·5 years).Practice effect was greatest for reading comprehension. At the 9·5 level, a re‐test after one month produced a mean gain of 10·1 months and further re‐tests after 3 and 6 months gave gains of 18·2 and 26·9 months, respectively. The corresponding figures at the 7·5 level were 8·9, 10·4 and 12·2 months.For the mechanical reading test, the gains were 5·3, 8·0 and 14·1 months at the 9·5 level and 4·4, 6·2 and 11·8 at the 7·5 level. Practice effect was only slight for the arithmetic test.
Practice effect was also estimated for other cases. In particular, pupils tested on both forms of the reading comprehension test at an interval of one month registered gains of 7·2 and 4·2 months at the 9·5 and 7·5 levels, respectively.
Reference was made to our earlier investigation into the scholastic results of remedial education. It was pointed out that, in the light of the data here presented, the gains made by the controls in our experiment could be explained entirely in terms of maturation and practice effect. Data are also given to show the impermanence of the net gains made by the pupils receiving remedial education. Corroborative data from another investigation are also presented.
III—Part‐time Classes for Young Backward Readers
Authors: HILLMAN H. H. , SNOWDON R. L. 
Published: May 2011

Summary.

A scheme for the remedial teaching of reading was established to determine whether part‐time teachers working with small groups of backward children could significantly improve the reading achievement of their pupils.
130 children of junior school age had been tested and taught under this scheme by April, 1958. The remedial teachers adopted a predominantly ‘phonic’ approach.
Comparison was made between the progress of backward children who attended remedial classes and children similarly handicapped who did not. Comparison was also made between the progress of children before and after a period of remedial teaching. The difference in both comparisons was found to be significant at the 0·01 level.
The scheme was found to be acceptable to the schools from which the children came.
The results appear to be roughly comparable with the results of similar (and more elaborate) remedial schemes and with the results of teaching retarded children.
SYMPOSIUM: THE DEVELOPMENT OF MORAL VALUES IN CHILDREN
Authors: PETERS R. S. 
Published: May 2011

Summary. The purpose of this article is to develop some conceptual distinctions in order to explore the relationship between Piaget's and Freud's theories of moral development and to suggest questions to which both theories give rise.Piaget, it is argued, did little more than show that the distinction between customary and rational morality actually has application. Freud's theory assumed rational morality as an end‐point of development but his actual moral theory dealt only with (i) the mechanisms by means of which customary morality gets handed on from generation to generation and with (ii) the reasons why people develop an exaggerated and distorted style of rule‐following and never emerge to a more rational type of morality.Neither Freud nor Piaget, it is argued, have a positive theory about the conditions under which the development towards rational morality tends to take place, except for suggestions in Freudian theory about necessary conditions such as a proper love relationship in the early years. Indeed, there is general ignorance about the results of different methods of passing on rules, methods which need to be carefully distinguished from each other.It is suggested, finally, that the development in Freudian theory of the theory of the ‘autonomous ego’ might do much to unify Freud's and Piaget's theories and to suggest fruitful lines of investigation.
THE EFFECTS OF STREAMING IN THE PRIMARY SCHOOL
Authors: DANIELS J. C. 
Published: May 2011

Summary. This investigation seems to indicate that when junior schools adopt a policy of non‐streaming, the result is, on the average, an improvement in the intellectual and scholastic progress of pupils. This increase in ability and attainment is achieved without any noticeable ‘holding back’ of brighter pupils, though it seems true that the main effect of non‐streaming is a radical ‘pulling up’ of the more backward children.These results are in striking contrast with what teachers believe to be the effects of streaming, as shown in Part I of this article. Streaming, most junior school teachers believe, is a method of school organisation which allows children to progress, educationally, ‘at their own natural pace’; bright children are, it is believed, held back by being taught in classes containing duller pupils, whilst duller pupils tend to be overawed, and consequently are retarded, by the presence of brighter pupils in their classes. Consequently, it is widely believed that both dull, average and bright pupils make maximum educational progress when streaming policies are operated. The evidence of this investigation suggests that streaming does not in fact have these effects—rather that the contrary is true. In view of the fact that streaming procedures at the junior stage of education do not find favour in most other advanced countries of the world whilst they are almost universally practised in English junior schools, it would seem that further research into the effects of streaming along the lines of the present investigation, are urgently needed.
THE INCIDENCE OF SOME SUPPOSEDLY ADVERSE FAMILY CONDITIONS AND OF LEFT‐HANDEDNESS IN SCHOOLS FOR MALADJUSTED CHILDREN
Authors: PRINGLE M. L. KELLMER 
Published: May 2011

Summary. The incidence of four adverse conditions often claimed to be associated with ‘broken homes,’ was studied among children who had been ascertained as maladjusted and were attending special residential schools. The four circumstances, namely divorced parents, the presence of a stepparent, the death of one parent and illegitimacy, affected some 60 per cent. of the sample.Two further conditions were investigated. Firstly, the incidence of adoption which was found to be much higher among the maladjusted than the ordinary population. Secondly, there were twice as many left‐handers among the maladjusted children as one would have expected from the incidence of left‐handedness in the child population.
SOCIAL ATTITUDES AMONG HIGH SCHOOL STUDENTS IN INDONESIA
Authors: SUMOTIRTO BUSONO W. 
Published: May 2011

Summary. The present investigation was carried out on the assumption that social attitudes are mainly based on the feeling of responsibility towards certain social objects. 512 subjects were taken from high school students of various Indonesian towns. They were asked to state their attitude towards fifteen situations constructed like Havighurst and Taba's Life Problem Test. By means of the method of paired comparisons, the fifteen situations were linked in such a way as to get a complete set of comparisons among six kinds of responsibilities, namely towards oneself, family, friends, school, society and an abstract value (honesty).The analysis of the students' replies was conducted according to (a) the direction of their choice; (b) the reasons underlying their choice; and (c) the difference between their replies on the normative level (‘what should be done’) and the realistic level (‘what would be done’).From the results of the analysis in the main, the following conclusions were drawn:

It was evident that responsibility towards society had a high percentage of choices, both on the normative and the realistic level. As this tendency was found in all the six types of schools investigated from the various towns, it can be said that at present, in general, the social orientation of Indonesian students is relatively high if compared with their individualistic orientation, especially in situations where they are directly faced with the interests of the society and the country.
There are four main attitude types among the subjects: (1) social type; (2) common type; (3) individualistic type; (4) double‐valued type. The social type which puts a stronger emphasis on social values comprises the majority of cases.
RESIDENTIAL TREATMENT OF MALADJUSTED CHILDREN: A STUDY OF SOME FACTORS RELATED TO PROGRESS IN ADJUSTMENT*
Authors: PETRIE I. R. J. 
Published: May 2011

Summary. The main purpose of this enquiry was to study the progress in adjustment of a group of twenty‐three maladjusted children in a special boarding school, and to relate improvement to a number of factors.Progress was mainly assessed by comparing the initial and final test results in intelligence, reading and arithmetic, the Bristol Social Adjustment Guides, and projection techniques. In an independent assessment the Warden of the school classified the children into broad categories according to patterns of behaviour, severity of symptoms, and degree of improved adjustment, and comparisons were made between these groups.The results show that, whilst the reliability and validity of the Bristol Guides in the assessment of maladjustment were moderately good, those of the projection tests were generally poor. All the techniques, except the W.I.S.C. verbal scale, showed significant improvement but there was very little relationship between them, and only the improvement shown on the Bristol Guides was significantly related to the Warden's own assessments of improvement. The rate of progress of these children tends to be inconsistent, for those who made most progress in the first half of the experimental period did not do so in the second. Severity of symptoms and level of intelligence were slightly related to improved adjustment, but a more important factor seems to be improvement in parental attitudes.
THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN APPLIED TO A SAMPLE OF LONDON PRIMARY SCHOOL CHILDREN
Authors: JONES SHEILA 
Published: May 2011

Summary. This study presents the results obtained on a stratified sample of London primary school children (forty boys and forty girls in each age group, at average ages 8, 9 and 10 years), tested with both the WISC and the Revised Stanford‐Binet. The internal consistency reliability of the Full, Verbal and Performance Scales (and the individual subtests) of the WISC was determined for the three separate age groups, together with correlations of the WISC with the Revised Stanford‐Binet and teachers' ratings of intelligence. A factor analysis of the sub‐test inter‐correlations at 8, 9 and 10 years is also included. Results for this London sample indicate:

That for children of average and above average intelligence, a higher I.Q. is in general found on the Revised Stanford‐Binet than on the WISC when the same child is tested with both. The size of the discrepancy between I.Qs. on the two tests is too large to permit the use of the WISC as a substitute for the Revised Stanford‐Binet.
The reliability coefficients for WISC Full, Verbal and Performance Scale are reasonably high for this sample, but the reliability of the individual subtests, especially for the younger children in the sample, is too low to warrant the diagnostic use of any but the most extreme deviations in sub‐test scores.
The WISC is more valid and reliable at year 10 than at year 8 or 9, for this sample. The factor analysis indicates that the Scale is measuring a common factor (provisionally identified with general intelligence) which accounts for approximately 31 per cent., 37 per cent., and 42 per cent. of the total variance at years 8, 9 and 10, respectively. A second bipolar factor extracted at each age level, although barely significant, was tentatively identified as contrasting verbal and non‐verbal abilities measured by the sub‐tests, or more specifically, the tests requiring verbal comprehension with those depending on visual‐spatial concepts.
INFLUENCE OF TOWN AND COUNTRY UPON CHILDREN'S INTELLIGENCE
Authors: YOUNG HARBEN BOUTOURLINE , TAGIURI RENATO , TESI GINO , MONTEMAGNI GABRIELLA 
Published: May 2011

Summary. The results of a relatively culture‐free intelligence test applied to a random sample of fifth grade elementary school classes in the Florence (Italy) area showed a marked superiority of town boys over boys from the country. This superiority remained significant for socio‐economic classes 4 and 5 after differences in social class distribution had been controlled. However, no differences between urban and rural girls were found.Possible explanations of the results are discussed and the importance of further enquiry is emphasised.
III.—CULTURAL AND SEX DIFFERENCES IN EXTRAVERSION AND NEUROTICISM REFLECTED IN RESPONSES TO A CHILDREN'S PERSONALITY INVENTORY*
Authors: COSTELLO C. G. , BRACHMAN H. M. 
Published: May 2011

Summary. A new children's personality inventory—the J.M.P.I.—designed to measure extraversion and neuroticism was administered to 261 male and 248 female Canadian high school children and to 304 male and 230 female English comprehensive school children.The only difference in mean scores obtained in comparison of cultures and sex was in mean Neuroticism score for sex. Both the Canadian and English girls obtained higher mean N scores than Canadian and English boys.Item analyses suggested differences between males and females and between Canadian and English children in the expression of extraversion and neuroticism.There is a suggestion that acquiescence, as measured by the number of ‘Same’ responses, is greater among English school children than among Canadian school children.
CHILDREN'S EVALUATIONS OF THE CHARACTERISTICS OF THE GOOD TEACHER
Authors: TAYLOR PHILIP H. 
Published: May 2011

Summary. Over 800 children from primary and secondary schools ranked items descriptive of a ‘good’ teacher in four scales. The items of each scale were representative of statements made by children in short essays about ‘A Good Teacher.’ The four scales were so organised as to sample three hypothesized areas of the good teacher's class‐room behaviour: discipline, teaching and personal qualities; and to bring together in the fourth scale these three areas for comparative evaluation.A sample of teachers and training college students also completed the comparative scale.Together with the scales a check‐list of twenty pairs of items was administered to the children. Children from junior schools also completed a scale concerned with the ‘good’ teacher's class‐room organisation.Differences were found between children at different stages of education, between children and teachers, between teachers and students, and within teachers, between graduate and non‐graduate teachers. The reasons for these differences are discussed.
EXAMINING ESSAYS FOR ELEVEN PLUS CLASSIFICATION
Authors: YOUNG D. 
Published: May 2011

Summary. A procedure for overcoming the marking and administrative problems of using the essay in selection examinations is described. It combines assessments of children by their own teachers with an external essay examination. The difficulties of this are overcome (1) by a system of splitting the essays by sex and title and by further sub‐dividing for convenience of size of batches and (2) by using prepared tables which impose a mean of 100 and a standard deviation of 15 on these batches. Certain weaknesses of the usual marking routines are examined and evidence offered for the need for variety of titles if children are to be assessed fairly.Validity as measured against success in grammar school examinations of varied content is as high as that for objective tests of verbal reasoning, English and arithmetic.
SOURCES OF DISSATISFACTION AMONG A GROUP OF TEACHERS
Authors: RUDD W. G. A. , WISEMAN S. 
Published: May 2011

Summary.

590 teachers, forming about 72 per cent. of the total output of trained teachers in 1955, from eleven constituent colleges and departments of the University of Manchester School of Education, completed in 1960 a questionnaire reporting, inter alia, current levels of satisfaction and major sources of dissatisfaction in the profession.
Results showed that the great majority of subjects, including many then out of teaching, had experienced in the profession a high measure of satisfaction. Those in infant and grammar schools (particularly men teachers in the latter type of school) appeared to derive more satisfaction from their work than did subjects in some other types of school.
Some evidence is presented which suggests that head teachers may be very well satisfied with the levels of professional competence of these subjects; but full analysis of these data is not yet completed. Low positive correlations are reported between the ex‐student's practical teaching mark, degree of professional satisfaction and head teacher's rating.
Sources of dissatisfaction appeared to be related more closely to factors in the teaching than to those in the training situation.
Major areas of dissatisfaction included salaries, poor human relations among the staff, inadequate buildings and equipment, high teaching load, training inadequacies, large classes, expressions of personal inadequacy, lack of time for certain professional duties and low status of the profession in society. In listing items women teachers seemed to be more pre‐occupied with day‐to‐day classroom problems, whilst men found their frustrations in a wider context.