bluuebunny/crossref_metadata_2025_split huggingface dataset:
HUMAN RESOURCE ACCOUNTING: A CRITIQUE OF RESEARCH OBJECTIVES FOR THE DEVELOPMENT OF HUMAN RESOURCE ACCOUNTING MODELS
Authors: GLAUTIER M.W.E. 
Published: December 2006

This paper attempts to place a broad perspective on the problems of HRA by arguing that its objectives are wider than appear to have been admitted. Such is the importance of HRA for problems as disparate as economic efficiency, organisational effectiveness, and social effectiveness that it must become a subject in its own right with its own methodology and measurements. Many conceptual and measurement problems have not yet been adequately treated. The imediate objective of research should be a rigorous testing of the validity of the assumptions that have hitherto been relied on.Ce papier cherche à donner une vision globale des difficultés que rencontre la ‘Comptabilités des Ressources Humaines’, tout en désmontrant que les objectifs de celle‐ci sont plus éstendus qu'on a voulu le reconnaftre. Face à des problèmes aussi divers que le rendement économique, l'harmonie des structures et le bien‐être social, la ‘Comptabilités des Ressources Humaines’ prend une telle ampleur qu'elle ne peut que devenir une branche spéscifique revendiquant alors sa propre mésthodologie et ses unités de mesure. De nombreux problèmes concernant concepts et ésvaluations n'ont pas encore été traités de manière appropriée. Le premier objectif des recherches devrait consister en un examen profond de la validité des hypothèses sur lesquelles on s'est appuyées jusqu'ici.Dieser Beitrag versucht eine breite Perspektive auf die Probleme von Human Resource Accounting (HRA) zu werfen, indem behauptet wird, dass ihre Ziele weitreichender sind als scheinbar anerkannt worden ist. Die Wichtigkeit der HRA bezüglich Problemen, die so verschiedenartig wie ökonomische, organisatorische und soziale Leistungsfähigkeiten sind, spricht für die Entwicklung einer neuen, ganz selbstständigen Disziplin mit ihrer eigenen Methodik, Masse und Messungen. Viele begriffliche und Messungsprobleme sind noch nicht ausreichend behandelt worden. Das nächstliegende Forschungsziel solte eine strenge Prüfung der Gültigkeit der Annahmen sein, auf die man sich bisher verlassen hat.
ON DERIVING THE INTERNAL RATE OF RETURN FROM THE ACCOUNTANT'S RATE OF RETURN
Authors: STEPHEN FRANK H. 
Published: December 2006

L.A. Gordon (J.B.F.A. Vol. 1 No, 3) claims to have derived a method for approximating the IRR using the ARR. This paper demonstrates that the key relationship in Gordon's paper is only valid if the IRR is already known and used to calculate economic depreciation. It is suggested that Gordon has merely derived a means for refining ARR, but not for deriving IRR.Dans son article paru dam Vol. 1 No 3 de ce journal, L.A. Gordon prétend avoir introduit une méthode qui permet d'évaluer “Internal Rate of Return” au moyen de “Accountant's Rate of Return”. Ce papier démontre que le rapport‐clé dont Gordon nous fait part n'est vérifiable que si “Internal Rate of Return” est préablement connu et sert a calculer l'amortissement économique. On insinue ainsi que Gordon a simplement présenté un moyen de perfectionner “Accountant's Rate of Return” mais n'en a pas démontré pour autant l'évaluation de “Internal Rate of Return”.L.A. Gordon (J.B.F.A. Band 1, Nr. 3) behauptet, er habe eine Annäherungsmethode abgeleitet, womit der interne Zinsfuss von dem RO1 Kriterium berechnet werden kann. Dieser Beitrag zeright, dass das Schlüsselverhältnis in Gordons Abhandlung nur dann gültig ist wenn der interne Zinsfull schon bekannt ist und als kalkulatorischer Zinssatz für ökonomische Abschreibungsbetrage verwendet wird. Es wird behauptet, dass Gordon keine Methode für die Ableitung des internen Zinsfusses entwickelt hat, sondern nur eine für die Verbesserung des R01 Kriteriums.
BOOK REVIEWS
Authors: Newson John 
Published: December 2006

Influences on Parent Behaviour. Lois Meek Stolz Concilium Paedopsychiatricum. Proceedings of the 3rd European Congress of Pedopsychiatry. H. Stutte and H. Harbauer (Eds.). Human Motivation. M. D. Vernon. Psychiatry for Social Workers. 1st Edn. A. Munro and W. McCollogh. Clinical Psychiatry. 3rd Edn. Eliot Slater and Martin Roth. The Basic Fault. Michael Balint. Pupil and Teacher—an Introduction to Educational Psychology. James Maxwell. Children's Games in Street and Playgroup. Iona and Peter Opie. Child Welfare: Services and Perspectives. 2nd Edn. Dorothy Zeitz. A Time to Heal. Corrective Socialization: A Treatment Approach to Childhood Schizophrenia. William Goldfarb, Irving Mintz and Katharine W. Stroock. Speech Delay: Its Treatment by Speech Play. Michael Craft. Persönlichkeitsstörungen im Kindesalter. P. G. Kiss and Lucy P. Liebermann. Society Without the Father. A. Mitscherlich (Translated by E. Mosbacher). The Role of Learning in Psychotherapy. Ed. Ruth Porter
THE DEVELOPMENT OF AESTHETIC SENSITIVITY IN CHILDREN
Authors: Eysenck H.J. 
Published: December 2006

SUMMARYFive hundred and twenty‐seven male and 544 female children, aged 7–15, and 400 male and 400 female art and non‐art students were administered a shortened version of the Maitland Graves Design Judgement test. Of the 40 items used, a scale of 22 items was selected on the basis of factor analysis, and a comparison of the scores of the art and non‐art groups; this scale had high internal reliability, both for the students and the children. The scores of the children on this scale increased with increasing age, but the increase was small, although statistically very significant, and irregular; non‐art students scored higher than the children, and art students higher than non‐art students. Personality questionnaire scores were found to correlate with aesthetic sensitivity in the children. No correlations were found between sensitivity and amount of formal art teaching received at school. This, together with the relatively high scores achieved by quite young children of 7 and 8, suggests that sensitivity is not due to formal training in visual arts.
ABSOLUTE AND RELATIVE CODES IN YOUNG CHILDREN
Authors: Lawrenson Wendy , Bryant P. E. 
Published: December 2006

SUMMARYThis paper considers whether pre‐school children can perceive and remember quantity relations, and compares the relative ease of relational and absolute codes for these children. The methods used in former experiments which seem to suggest that young children cannot code relations such as “larger” and “smaller” are criticized. An experiment with 120 4‐yr‐old children is described which avoids the weaknesses of these earlier experiments. The results of this experiment, which directly compares relative and absolute tasks, strongly suggest, (i) that pre‐school children code quantity relations very well, and (ii) that, contrary to previous suggestions, these children find it easier to code relations than to code absolute values.
A NOTE ON THE EFFECTS OF GROUP AND INDIVIDUAL CONTINGENCIES UPON DEVIANT CLASSROOM BEHAVIOR
Authors: Greenberg David J. , O'Donnell William J. 
Published: December 2006

SUMMARYA 6‐yr‐old male's disruptive classroom behavior was modified by a combined use of individual and group contingencies. When a tantrum occurred the child was put into an adjoining cloakroom. The deviant child, as well as the entire class, was rewarded with candy for periods of non‐tantrum behavior. Although only tantrum behavior was focused upon, by the time the tantrums had decreased substantially, other deviant classroom behaviors had also decreased significantly and the deviant child's peer relationships and school work had improved.
PSYCHIATRIC PATIENTS SEEN AS CHILDREN AND ADULTS: CHILDHOOD PREDICTORS OF ADULT ILLNESS
Authors: Mellsop Graham W. 
Published: December 2006

SUMMARYOf the 3370 children referred to the Department of Psychiatry, Royal Children's Hospital, Melbourne, during the decade 1 January 1945 to 31 December 1954 and who were born prior to 1946, 12 per cent were, as adults, patients of the Victorian Mental Health Department between June 1961 and June 1969. This represents a fourfold increase in expected rate. Wheel the mentally subnormal were excluded from consideration the rate was 3 times greater than expected. Of the non subnormal diagnostic, groups, male personality disorders had the worst prognosis. Comparing the children on such variables as reason for referral, behaviour complained of, age at onset of symptoms, age at presentation, duration of symptoms, social class and amount of treatment, little of predictive value emerged.
SEVERE DEPRIVATION IN TWINS: A CASE STUDY
Authors: Koluchová Jarmila 
Published: December 2006

SUMMARYThe author reports an unusual case of deprivation. Monozygotic twin boys were reared from age 18 months to 7 yr in social isolation by a psychopathic stepmother and an inadequate father. On discovery, their mental age level was 3 yr, hilt after treatment, a period in a children's home and approximately 2 yr in a good foster‐home, they had made remarkable progress and now appear about average for their age. Forensic aspects of the case are discussed, as arc features of the foster‐home placement, and the significance of twins hip in the recovery. Residual effects of deprivation will be studied by an extended follow‐up.Because of the criminal behaviour of the stepmother the children were exposed to living conditions which resembled those of an experimental situation. From the human standpoint, of course, it was an extremely cruel and unrepeatable experiment. From the scientific point of view, however, it was also a very valuable our. It will be important, therefore, to follow up the ease over a long period, in the hope of contributing to a solution of some of the problems associated with mental deprivation.
DIVERGENT THINKING IN BOYS AND GIRLS*
Authors: Bhavnani Reena , Hutt Corinne 
Published: December 2006

SUMMARYDespite many findings of consistent sex differences in verbal and non‐verbal skills, there has been no systematic investigation of the performance of girls and boys on tests of creativity. This is particularly puzzling in view of the unequivocal superiority of the female in terms of verbal fluency. A study of the responses of 60 boys and 60 girls between 71/2 and 91/2 yr of age on the Wallach‐Kogan tests revealed that the girls scored higher than the boys on the Fluency measure but not on the Originality measure. The results are interpreted in terms of the differential development of verbal and non‐verbal skills in the two sexes and the “divergent cognitive style”–the latter apparently being more a characteristic of the male than of tin‐female.
SOCIAL CLASS, INTELLIGENCE AND THE DEVELOPMENT OF CHILDREN'S PLAY INTERESTS
Authors: Kniveton Bromley H. , Pike Celia L. R. 
Published: December 2006

SUMMARYAn experiment is described which investigates the effect of social class and intelligence on the play behaviour of 51/2‐year‐old boys during a 75 min period. Interest in their play was assessed using a variety of measures: (1) flitting; (2) number of toys played with; (3) level of constructiveness of play; and (4) verbal interaction with experimenter. The results showed: (1) there was no significant difference in amount of Hitting between social class groups; (2) middle‐class children played with more toys than working‐class children; (3) social class, intelligence and time in the play situation interacted in their influence on constructiveness of play but had no effect on “normal play”. Constructiveness decreased with time and was interpreted as a symptom of boredom; (4) as predicted, middle‐class children talked with the experimenter more than working‐class children.
COGNITIVE CHANGES IN THE ADOLESCENT SLOW LEARNER
Authors: Brown Roy I. 
Published: December 2006

SUMMARYThis investigation tends Co support the Clarke hypothesis that subjects from “adverse” environments arc likely to show greater cognitive growth than persons from “less adverse” homes. However, the present study indicates that increments in cognitive growth are not necessarily dependent on removal from the “adverse” environment. Explanation may involve maturation, in the form of secondary and compensatory growth, and change from school to work environments. Because of large increments in intelligence in children from “less adverse” homes leaving comprehensive schools there may be reason to suggest that school environment may play an important though at present limited role in cognitive development.
REVERSAL AND EXTRADIMENSIONAL SHIFTS IN TWO SOCIOEGONOMIC GROUPS OF PRESCHOOL CHILDREN*
Authors: Bobula Katherine A. , Heye Helene , Nolan J. Dennis 
Published: December 2006

SUMMARYLow and middle socio economic status preschool children learned color and form discriminations, followed by either reversal (R) or extradimensional (ED) shifts. The low socioeconomic status children learned the original discrimination somewhat more slowly than did the middle class children. The middle class children learned the R shift significantly faster than the ED shift but the lower class children did not. However, the lower class children learned the extradimensional shift significantly faster than did the middle class children, whereas there was no difference between the two socioeconomic groups in speed of reversal learning.
COGNITIVE STYLES IN ADOLESCENTS PREVIOUSLY DIAGNOSED AS HYPERACTIVE*
Authors: Cohen Nancy J. , Weiss Gabrielle , Minde Klaus 
Published: December 2006

SUMMARYFour cognitive styles were studied in 20 adolescent boys previously diagnosed as hyperactive and 20 normal controls. The results indicated that the hyperactives were not impaired in their ability to perform on tasks involving highly overlearned abilities, i.e., color naming and reading color words, even under distracting conditions. They were deficient, however, in their approach to tasks in which there was a greater degree of response uncertainty. Hyperactives took less lime to reflect over a problem solution when a number of alternative solutions were available and had greater difficulty isolating a simple figure hidden in a complex background.
CHILDREN WHO HAVE BEEN “IN CARE” ‐AN EPIDEMIOLOGICAL STUDY
Authors: Wolkind Stephen , Rutter Michael 
Published: December 2006

SUMMARYAn epidemiological study of psychiatric disorder among 10 to 11‐year‐old children in two communities showed a strong association in boys between antisocial disorder and a history of a short period in foster‐care or in a Children's Home. This association was much less evident in girls. At the time of study, years after the period “in care”, most of the children were living in large families characterised by parental discord. It is suggested that it is this long‐term family disturbance which leads to the antisocial disorder rather than the short‐period of care per se. The reason for the sex difference in susceptibility to family discord requires further study. The findings also suggest the need for preventive treatment for families seeking short‐term placement “in care”.
THE HIGH LANDS DEPENDENCY QUESTIONNAIRE (H.D.Q.): AN ADMINISTERED VERSION FOR USE WITH THE MOTHERS OF SCHOOL CHILDREN
Authors: Berg Ian , Mcguire Ralph , Whelan Edward 
Published: December 2006

SUMMARYA questionnaire concerned with dependency in the mother‐child relationship, and intended for use in child psychiatry, was described. It was administered to the mothers of 116 randomly selected junior and secondary school children in the general population, stratified into age, sex, social class and school groupings, in order to investigate its reliability and construct validity as a basis for clinical use. The inter‐rater and test‐retest reliability seemed to be satisfactory. Principal component factor analyses were carried out separately on junior and secondary school children. At least two meaningful dimensions were revealed; a factor concerned with attachment to mother and a factor more specific to the notion of dependency involving reliance on mother in practical matters. Sex differences of statistical significance were found between factor scores; and separate principal component analyses were referred to for boys and girls in the secondary school group. The calculation of factor (then called subscale) scores was made easier by the provision of approximate raw score factor weights. Some evidence for the validity of the questionnaire was provided when a group of school phobic cases was investigated.
THE DRAW‐A‐MAN TEST: A STUDY OF SCORING METHODS, VALIDITY AND NORMS WITH ENGLISH CHILDREN AT FIVE AND ELEVEN YEARS
Authors: Phillips C. J. , Smith Beryl , Broadhurst Anne 
Published: December 2006

SUMMARYThe performance of samples of English children at five and eleven years on the Draw‐a‐Man test is assessed by the scoring methods of Goodenough and Harris. Proposals are made for improving definitions of some scoring instructions. Inters‐corer reliabilities are reported. Average scores of the samples are compared to American norms. Relationships between scores on this test and other cognitive and educational tests arc interpreted.
ANDROGEN‐INDUCE SOCIAL DOMINANCE IN INFANT FEMALE RHESUS MONKEYS
Authors: Joslyn W. Danforth 
Published: December 2006

SUMMARYAndrogen injected into infant female rhesus monkeys between 6·5 and 14·5 months of age increased their aggressive behavior so that they replaced males in the top positions of the social hierarchy. Since this behavior has persisted for a year after the last hormone injection, the male hormone may have directly induced a permanent change in. the nervous system; a more plausible explanation, however, is that socially dominant behavior was so well learned during hormone treatment that it became independent of hormonal support. Despite the increased aggressiveness of the females, their playful and sexual behavior has remained feminine.
SPECIAL EDUCATIONAL TREATMENT OF AUTISTIC CHILDREN: A COMPARATIVE STUDY–1. DESIGN OF STUDY AND CHARACTERISTICS OF UNITS
Authors: Bartak Lawrence , Rutter Michael 
Published: December 2006

SUMMARYAutistic children attending three different special units were followed up over a 31/2–4 yr period to assess changes in educational, cognitive, linguistic, social and behavioural status. The régimes in the units varied in the amount of structure and the orientation to educational goals. This paper presents detail of the study design, methods used, and results of an objective examination of staff behaviour in the three units. It was possible to demonstrate significant differences in the amount and character of staff interactions with children both between units and between individual staff.
USING PARENTS AS CHANGE AGENTS FOR THEIR CHILDREN: A REVIEW
Authors: Johnson Claudia A. , Katz Roger C. 
Published: December 2006

SUMMARYThe results and procedures of investigators who have used parents as primary or auxiliary change agents for their children arc reviewed. Deviant child behaviors that have been successfully modified by parents are first described. Following this, methods of parent training are discussed. The third and final section of the paper deals with some critical methodological issues–data collection, reliability of measurement, demonstrations of behavioral control, follow‐up, and cost‐effectiveness factors–that require routine and more careful consideration before the efficacy of parent therapists can be adequately assessed. Several recommendations are provided by which to achieve more definitive analyses of this approach to child treatment. Suggestions for subsequent research are also briefly discussed.
SUSTAINED ATTENTION IN HYPERACTIVE CHILDREN*
Authors: Sykes Donald H. , Douglas Virginia I. , Morgenstern Gert 
Published: December 2006

SUMMARYThe ability of hyperactive children to maintain attention on three tasks was examined. One of the tasks, a Choice Reaction Time Task, measured attention for brief periods, while the other two measured sustained attention. Of the latter two, one was an experimenter‐paced task (the Continuous Performance Test) and the other a self‐paced task (the Serial Reaction Task). It was found that the hyperactive children were no different from their normal controls in their ability to direct their attention for brief periods. They were, however, significantly inferior to the controls in their ability to sustain attention, particularly on the experimenter‐paced task.
AN INVESTIGATION OF THE ROLE OF MATCHING AND MISMATCHING FRAMEWORKS UPON THE DISCRIMINATION OF DIFFERENTLY ORIENTATED LINE STIMULI IN YOUNG CHILDREN
Authors: Fellows Brian J. , Brooks Brenda 
Published: December 2006

SUMMARYIn a delayed matching‐to‐sample experiment with 50 5‐yr old children it was found that the presence of square or diamond frameworks did not significantly effect the discriminability of horizontal and vertical lines, nor that of mirror‐imaged oblique lines, though performance on the former was significantly better than on the latter. These results indicate that young children do not, as Bryant (1969) proposed, spontaneously adopt a match‐mismatch perceptual code on this type, of task. It appears that the child's problem is to find some way of representing the sample stimuli in their absence. Whether the child uses a matching code, or a mediating response, or nothing, seems to depend mainly upon the way he is prepared for the task.
THE STUDY OF INFANT—ENVIRONMENT INTERACTION: SOME COMMENTS ON TRENDS AND METHODOLOGIES
Authors: Rosenthal Miriam K. 
Published: December 2006

SUMMARYThis paper has pointed out some of the issues, difficulties and hopes involved in the research into the area of infant–environment interaction. A short exposition of the meaning of basic concepts of “interaction”, “infant” and “environment” was given. Viewing infant–environment research in perspective reveals a basic misunderstanding of the concept of “interaction” in its typical interpretation as the‐impact‐of‐environment‐on‐infant, or the more recent interpretation as the‐impact‐of‐infant‐on‐environment. This misunderstanding holds both for studies investigating the social environment (mother, foster‐parents, caretakers) as well as the non‐social environment (isolation, enrichment, mobiles). Four different research models were reviewed and some of their differences, contributions and limitations pointed out. Finally, some new developments were discussed that seem to indicate a somewhat more sophisticated approach to this area of research. Whether these advances will yield a better understanding of the complexities of infant–environment interaction and its effects on infant (and parental) development is still an open question.
REFRACTORY BEHAVIOUR IN SCHOOL AND AVOIDANCE LEARNING
Authors: Davies John G. V. , Maliphant Rodney 
Published: December 2006

SUMMARYTwo experiments are reported to test the hypothesis that individuals who are considered persistently refractory by their teachers are generally inferior in the acquisition of avoidance behaviour. Brief electric shocks were administered for errors in a task in which adolescent subjects were required to over‐compensate for the effect of the Muller‐Lyer Illusion.In each experiment, refractory individuals received significantly more shocks. Receipt of this “punishment” is associated with reduction in their errors but the effects seemed relatively shortlived. This seemed analogous to their typical response to punishments or disciplinary procedures in everyday life. The implications of these tentative findings are briefly discussed.
CLASSIFICATION BEHAVIORS IN THIRD AND SIXTH GRADE LOWER AND MIDDLE SOCIO‐ECONOMIC STATUS SCHOOL CHILDREN
Authors: Mallett Jan , Drew Clifford J. 
Published: December 2006

SUMMARYForty‐eight Ss of Anglo‐Saxon parentage were randomly selected from Were Texas Public Schools. Four groups of 12 Ss each were constituted of third grade lower SES, sixth grade lower SES, third grade middle SES and sixth grade middle SES. Each group was exposed to an array of objects to be grouped. Grouping on a conceptual, non‐conceptual or associational justification was possible. A standardised testing and scoring procedure was followed. Results indicated that the school experience may serve to widen the cognitive strategy system of the lower SES child by addition of the conceptual mode.