bluuebunny/crossref_metadata_2025_split huggingface dataset:
SYMPOSIUM: THE DEVELOPMENT OF CHILDREN'S VALUES
Authors: STAINES J. W. 
Published: May 2011

Summary.

A theoretical analysis of the concept of the Self shows it to be a learned structure, growing mainly from comments made by other people and from inferences drawn by children out of their experience in home, school and other social groups. Amongst the people likely to be most influential in determining the Self‐picture are teachers. Two hypotheses were formulated: that it is possible to distinguish reliably between teachers in normal class‐rooms in respect of the frequency and kind of comments they make with reference to the Self; and that it is possible to teach so that, while aiming at the normal results of teaching, specific changes can be made in the Self‐picture.
The results of the investigation indicated that:

The first hypothesis was supported. Marked differences occurred between teachers in the frequency of Self‐reference in their comments, particularly in their positive or negative comments on the child's performance, status and Self‐confidence or potency.
The second hypothesis was also supported. One teacher studied the Self‐ratings of his class and tried to teach so that certain Self‐ratings were changed. A small number of changes occurred in Self‐traits, but statistically significant changes were found in two dimensions of the Self, certainty and differentiation. Both changes were interpreted as indicating greater psychological security.
A control class taught by a teacher regarded as typically ‘sound’ and having no awareness of the Self‐picture as an outcome of education showed significant decreases in certainty about the Self and in differentiation. The uncertainty spread throughout the Self and was significantly greater than that of the experimental group. Both changes were interpreted as leading to a marked psychological insecurity. These changes, usually indicative of poor adjustment, were the unsought and unnoticed concomitant outcomes of normal methods aimed at securing the usual academic results.
Standardised tests showed that both classes made about the same gains in some aspects of English and Arithmetic over the experimental period.
The analysis of the Self into categories and dimensions and the use of a Self‐rating scale appear to provide a useful method of discriminating between teachers according to the Self‐reference of their words and of their methods of managing situations in the class‐room.
ATTAINMENT LEVEL ON LEAVING CERTIFICATE AND ACADEMIC PERFORMANCE AT UNIVERSITY
Authors: GOULD ELISABETH M. , M'COMISKY JAMES G. 
Published: May 2011

Summary.

Six‐hundred‐and‐seventy‐four Arts students with Scottish Senior Leaving Certificates (S.S.L.Cs.) who entered Edinburgh University in 1949, 1950 and 1951, have been made the subjects of a follow‐up, and the different attainment levels on Leaving Certificate compared with headway on the Arts courses.
The main findings are:

There is a significant difference in over‐all academic performance between students with S.S.L.C. qualifications which put them in the top 10 per cent. of the intake to the Arts Faculty in their year, and that of contemporary students with S.S.L.Cs. below this level.
There is a significant difference in over‐all academic performance in favour of students with S.S.L.Cs. above minimal entrance level (i.e., above 3 Highers + 2 Lowers), compared with those with S.S.L.Cs. at minimal entrance level.
There is a significant difference in over‐all academic performance in favour of students with S.S.L.Cs. at the 4 Highers + any number of Lowers level compared with those at the 3 Highers‐f any number of Lowers level.

The results are discussed with particular reference to the quite good predictive value for academic performance at University of the S.S.L.C. at its various attainment levels, but its failure in a high proportion of cases to provide, by itself, a broad enough basis for deciding if the prospective Arts student is really suited for the University course he is undertaking.
THE EFFECT OF NATIONAL SERVICE ON ACADEMIC PERFORMANCE AT UNIVERSITY
Authors: LEWIS D. G. 
Published: May 2011

Summary.

The effect of national service on academic success at university was investigated by comparing the performance of groups of ex‐national‐service and ‘schoolboy’ undergraduates at the University College of Wales, Aberystwyth. The groups were equated on the basis of their attainments in the Higher School Certificate.
For both Arts and Science students the percentage of ex‐national servicemen attaining an honours degree was less than that of the ‘schoolboys,’ the extent of the differences being greater (and statistically significant) in the case of the Science students.
The percentage of ex‐national servicemen attaining a ‘good’ honours degree was also less. Again the difference was greater (and statistically significant) in the case of the Science students.
In Science proportionally fewer ex‐national servicemen failed degree courses in their first year. Nevetheless, their subsequent record, as regards course failures, is inferior to that of the ‘schoolboys.’ In Arts also the percentage of ex‐national servicemen completing their degree without any course failure was less than that of the ‘schoolboys.’
Comparisons of course failures in the separate Science subjects revealed clear differences in favour of the ‘schoolboys’ in the agricultural sciences, mathematics (apart from the first‐year results) and chemistry. None of the ex‐national servicemen were admitted to the honours class in mathematics. Among the Arts subjects comparisons of course failures showed the differences in favour of the ‘schoolboys’ to be most marked in history and modern languages.
THE EFFECT OF PHYSICAL CONDITIONING EXERCISES AND ACTIVITIES ON THE MENTAL CHARACTERISTICS OF EDUCATIONALLY SUB‐NORMAL BOYS
Authors: OLIVER JAMES N. 
Published: May 2011

Summary. Two matched groups of educationally sub‐normal boys were used in this study as experimental and control groups respectively., The experimental group was given a ten‐week course of systematic and progressive physical conditioning. Both groups were given physical and mental tests before and after the experimental period.The results show that the improvement by the experimental group in physical qualities and abilities was highly significant. There was also significant improvement in the mental tests. The factor responsible for the improvement on the mental side is probably largely emotional. It is likely to be a combination of (a) the effect of achievement and success, (b) improved adjustment, (c) improved physical condition, (d) the effect of feeling important.The conclusion is that these effects have been achieved through the medium of physical activity. From this study there is no means of estimating the permanence of the gains; the improvement is so marked, however, as to suggest that more emphasis should be given to the physical education of educationally sub‐normal boys.
SUPPRESSION OF HETERO‐SEXUAL INTEREST AND OF AGGRESSION BY MIDDLE CLASS AND WORKING CLASS GRAMMAR SCHOOL BOYS
Authors: BENE EVA 
Published: May 2011

Summary.

A short summary is given of the literature relating to social class differences in attitudes to sex and aggression and to the influence of social mobility on working class attitudes.
The sample and the methods of investigation are described.
The results are discussed. They show significant social class differences regarding suppression of hetero‐sexual interest but no differences regarding suppression of aggression, and indicate that neither intelligence nor social mobility affect the attitudes under consideration. They also seem to show that the young adolescent boys, who formed the sample of this investigation, like girls in theory rather than in practice, and react to frustration inwardly in their thoughts and feelings rather than in overt behaviour.
THE EXTENT AND FACTORIAL STRUCTURE OF FUNCTION FLUCTUATION IN A MIXED GROUP OF ADOLESCENTS AND PRE‐ADOLESCENTS
Authors: ANDERSON CHARLES C. 
Published: May 2011

Summary.

The extent of fluctuation generally characteristic of a mixed group of pre‐adolescents and adolescents was significantly greater than that of pre‐scholarship primary children, particularly in Arithmetic. Of all tests, one of Food Aversions showed most extensive evidence of fluctuation.
The difference between the average group index of fluctuation in cognitive and in non‐cognitive tests was significant at the 1 per cent. level whereas with the younger groups it had been either insignificant or significant only at the 5 per cent. level.
The size of the group indices of fluctuation for all ten pairs of testing occasions was in phase neither between functions and within groups, nor within functions and between groups.
No general factor was observed in the inter‐correlations between individual indices of fluctuation on all six functions.
Further investigation will be necessary before conclusions can be drawn about the effect of the sex factor on contributions to fluctuation in performance during pre‐adolescence and adolescence.
AN EXPERIMENTAL INVESTIGATION INTO THE RELATIVE MERITS OF LISTENING AND READING COMPREHENSION FOR BOYS AND GIRLS OF PRIMARY SCHOOL AGE
Authors: KING W. H. 
Published: May 2011

Summary.

The scores of primary school children on comprehension tests presented orally and visually were compared. Five different types of material were used.
The correlations of the auditory and visual tests with each other and with an Intelligence test were of the order 0·8.
Differences in the mean scores of boys and girls, between boys and girls on the two methods of presentation, and between boys and girls at five levels of intelligence were examined.
There were variations between boys' and girls' results, and between oral and visual presentation; there was a marked tendency for boys to do better than girls on some of the oral tests with practical and scientific content.
Passages chosen for similarity of content were not necessarily equivalent to the children.
One thing clearly emerges from this research: a single mark for one comprehension test is not a valid or reliable mark for an assessment of comprehension in general; a number of short passages with variety in content might be a more useful guide.
THE STANDARDISATION AND PREDICTIVE VALUE OF A BATTERY OF ACADEMIC ACHIEVEMENT TESTS FOR THE PURPOSE OF ACADEMIC COUNSELLING AT SOUTH AFRICAN UNIVERSITIES*
Authors: SONNEKUS M. C. H. 
Published: May 2011

Summary. In this investigation an attempt was made to construct and standardise academic achievement tests for the purpose of counselling at South African universities.Tests in Afrikaans, English, mathematics, physics and chemistry for first year university students were combined in two batteries for the prediction of academic success in B.A. and B.Sc. courses respectively.The results proved that the tests standardised in this research are better predictors of academic success than intelligence tests, ability (aptitude), interest, and personality tests.A comparison of these test results with those in overseas researches shows that they compare favourably.
A FACTORIAL STUDY OF SPEED, POWER AND RELATED TEMPERAMENT VARIABLES*
Authors: MANGAN G. L. 
Published: May 2011

Summary. The fields of power, speed, persistence, accuracy and carefulness were investigated by factorizing thirty‐eight sets of test scores among 200 13 and 14‐year‐old Ss. Rotation yielded five clearly identifiable and two less definite factors—content factors g+v and N, speed factors P, verbal tempo and fluency, and temperament factors persistence and speed‐accuracy.Persistence and speed‐accuracy were identified as work‐attitude or method‐of‐approach factors, which are closely linked with the difficulty of test material. Probably the operation of g and the content factors V, K and N are affected considerably by these work‐habit components. The other speed factors isolated appear to be relatively unimportant.
CATEGORIES IN RATING SCALES: HOW MANY AND HOW BIG?
Authors: SANDON FRANK 
Published: May 2011

Summary. Various bases have been proposed to give the number and relative frequencies of the categories used in rating scales. There is always the possibility of error of estimate and it is misleading to give ratings that may be grossly at fault.From a consideration of:

the possibility of a rater being able to estimate fairly accurately the typical performance of a ratee,
the possibility of the rater being able to estimate fairly accurately how that typical performance of the ratee compares with that of all ratees, and
the purpose of the rating scales, suggestions are made to show how rules can be derived to indicate how many categories (literal grades) should be used and what should be the relative frequencies in these.

The rules depend on the assumption that there is a normal distribution of the quality reviewed and on the requirement that any literal grade that may be assigned to any individual should not be more than one grade out in 95 per cent. of the cases. They can be modified for finer discrimination, or if we allow for other probabilities or for wider errors; and it is suggested that the conclusions are valid when the assumption of normality does not hold.The more accurately an estimate can predict the criterion, the finer can be the classification.
MALADJUSTED CHILDREN IN GRAMMAR SCHOOLS
Authors: CHAZAN MAURICE 
Published: May 2011

Summary. This paper discusses the problems presented by sixty grammar school children referred to a child guidance centre between 1949 and 1956. Some of the children had difficulty in maintaining the standards of behaviour and work required of them; some showed nervous or neurotic symptoms. The analysis of their case‐histories suggests that in most cases their maladjustment was related to a combination of factors, but neither physical condition nor lack of ability was a frequent cause. There were severe personality defects or disturbances in only a quarter of the cases. In nearly every case there were adverse environmental factors. Faulty parental attitudes were particularly damaging, though often modifiable.The methods of approach to treating the problems, and the outcome of treatment, are outlined. It is suggested that there is a need for further research in this field, and for the wider provision of special schools specifically catering for maladjusted children of superior intelligence.
A FACTOR ANALYSIS OF THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN
Authors: MAXWELL A. E. 
Published: May 2011

Summary. A factor analysis of the correlation matrix for the sub‐tests of the WISC was carried out for each of the age groups 7, 10 and 13 years. In each analysis two factors were extracted and these, after rotation, are found to give patterns of loadings which are similar for all three age groups. The factors were then rotated: the first is labelled ‘vg’ (verbal‐intellectual), and the second ‘sp’ (space‐performance).Methods for obtaining factor scores are then given and it is argued that such scores are preferable to the cumstomary Verbal and Performance scores when summarising a child's performance on this battery of tests.
THE PERFORMANCE IN ENGLISH LANGUAGE, AT ‘O’ LEVEL, OF A SAMPLE OF UNIVERSITY STUDENTS
Authors: HEWITT E. A. 
Published: May 2011

Summary. Results in the 1953 and 1954 Cambridge examinations in English Language, at ‘O’ level, have been obtained for 1,423 boys and 882 girls, from 197 schools, who were subsequently admitted to universities. Significant differences are shown in the grades awarded to boys and girls, and to arts and science students, of comparable age. Linguists achieved significantly better marks than non‐linguists, but there is no significant difference between the non‐linguists among the arts men and the men who specialised in the ‘pure’ sciences.The failure rates for boys taking the paper for the first time were 1 in 9 for scientists, 1 in 15 for arts students. For girls the corresponding rates were 1 in 42 and 1 in 27. The male scientists who had won open awards to universities were not inferior in English, at ‘O’ level, to arts students in general, though they were inferior to the arts men who won open awards.Among the arts men, those who went to Oxford, Cambridge or London gained significantly better marks than those who entered other universities; a similar difference is found in respect of the men scientists, and of the women arts students.
THE VALIDITY OF TESTS OF SPATIAL ABILITY AS PREDICTORS OF SUCCESS ON TECHNICAL COURSES
Authors: SMITH I. MACFARLANE 
Published: May 2011

Summary. The object of this investigation was to assess the validity of two tests of spatial ability against criteria of success on technical courses in a secondary technical school.Scores on the usual selection tests as well as on a test of spatial ability were correlated with marks obtained in internal and external examinations in a number of technical subjects taken (i) three years, and (ii) five years after the original selection examination.
LEVELS OF ATTAINMENT OF EDUCABLE SUBNORMAL ADOLESCENTS
Authors: MORAN R. E. 
Published: May 2011

Summary. This study is an attempt to evaluate, by means of specially designed or adapted tests, the academic achievement of a representative sample of 300 educationally subnormal adolescents in the ‘top’ classes of London E.S.N, secondary schools. Their results are compared with those of ‘normal’ children with the same chronological ages in a secondary modern school and with those of children of similar mental ages in a junior school.The over‐all results of the E.S.N. adolescents show a wide range of variability, but generally fall below those of the junior school in every area tested, except craft. However, it was observed that in those schools where there were emphasis on and enthusiasm for a certain subject, in certain cases, this effected a relatively superior achievement in this subject, sometimes at the expense of others in the curriculum. It, therefore, seems that if the same enthusiasm and emphasis prevailed in all E.S.N. schools, and were directed at all subjects, combined with better teaching techniques and sound organization, an over‐all rise in the general level of attainment could possibly be accomplished.However, the writer suggests that the curriculum, although incorporating the academic and craft subjects, should be directed primarily towards vocational guidance and social maturity, rather than depending mainly on verbal facility, in which research has consistently shown the subnormal child to be most handicapped.
OBSERVATIONS ON RETEST DISCREPANCY IN MENTALLY SUB‐NORMAL CHILDREN
Authors: STOTT D. H. 
Published: May 2011

Summary. Retest scores of subnormal children were examined in order to check the reliability of previous retests and to estimate to what extent the discrepancies might reflect real changes in the rate of mental development as well as errors of standardization.The discrepancies were considerably greater than those obtained from the standardization of the Binet by Terman and Merrill. The usual tendency towards increasing discrepancy with time‐interval was confirmed, except for an apparent practice‐effect at short intervals. The gains and losses were much more heterogeneous than could be accounted for by intra‐test error. Boys lost significantly less than girls.It was concluded that the retest discrepancies might in large part be due to real variations in the rate of mental development (including such as are dependent on changes in motivation).
PERSONALITY ASSESSMENTS AND ACADEMIC PERFORMANCE IN A BOYS' GRAMMAR SCHOOL
Authors: ASTINGTON E. 
Published: May 2011

Summary. This study has as its origin the observation that over 40 per cent. of grammar school candidates for the G.C.E. of the N.U.J.M.B. pass in fewer than three subjects. The hypothesis is considered that this unsatisfactory position might be improved by taking into account in 11+ selection those personality qualities which make for academic success.After a review of studies attempting to determine the personality qualities associated with academic success or failure, and after some preliminary experiments, it was decided to use teachers' ratings, class‐mates' ratings and a questionnaire as methods of assessment of personality.In 1953–4 and 1954–5, about 300 boys in five primary schools in a county borough were rated by their class teachers for persistence, independence, dominance, interest, nervousness and emotional stability. Some 700 boys in the maintained boys' grammar school in the same town were assessed in the same years for the same six qualities by the ratings of three teachers, classmates' ratings and a questionnaire; in addition, introversion‐extraversion and sociability were assessed by the questionnaire and sociability also by class mates' ratings.At all levels, successful boys received significantly higher ratings than unsuccessful boys for persistence, independence and interest; dominance seemed to have no consistent connection with academic achievement; successful boys showed a slight tendency to be considered more nervous but more emotionally stable; successful older boys tended to consider themselves less extraverted and less sociable, than their unsuccessful fellows.Grammar school teachers' ratings of persistence, independence and interest showed an average correlation of about ·60 with performance in internal school examinations and with G.C.E. achievement. They differentiated significantly between groups of G.C.E. candidates, matched on I.Q., but of contrasting G.C.E. performance. Ratings made in the second year of the grammar school predicted G.C.E. performance better that I.Q., but less well than second‐year examination performance.Primary school teachers' ratings of persistance, independence and interest showed an initially low correlation, which increased with time, with the boys' subsequent grammar school achievement. These personality ratings showed higher correlations with G.C.E. performance five years later than did I.Q., but were less good predictors than performance in the 11+ examination. On this evidence, the use of such ratings might be considered as an element in 11+ selection, but they ought not to be used as a substitute for the 11+ examination.
PLACEMENT PROBLEMS AMONG ENGINEERING APPRENTICES IN PART‐TIME TECHNICAL COLLEGE COURSES
Authors: VENABLES ETHEL C. 
Published: May 2011

Summary. Three groups of part‐time day release students taking first year Ordinary National Certificate Classes in engineering were given a verbal and non‐verbal intelligence test (N> 1000). On the verbal test the mean score was only slightly above that for the population as a whole, but on the non‐verbal test 89 per cent. were at or above the fiftieth percentile with 27 per cent. in the top 10 per cent. of the population. Recent attempts to improve the selection of Ordinary National Certificate students appear to be unrelated to intelligence test scores, as the results obtained in two different areas between 1950 and 1957 show no significant differences. Fifty per cent. had attended secondary modern schools as against 73 per cent. of the whole school population in the same age range. Seventy‐five per cent. had fathers in skilled and managerial jobs, compared with a national average of 53 per cent. In 1957, only 18 per cent. of those not in full‐time education were attending part‐time day classes.The educational and sociological implications of these figures are discussed in relation to manpower problems. An increase in the number of such students must increase the proportion from secondary modern schools and unskilled homes, so that the problems associated with teaching young people of poor verbal ability are unlikely to diminish.