Showing papers on "Academic achievement published in 1968"
Book•
01 Jan 1968
TL;DR: The author of the bestselling Reality Therapy offers daring recommendations to "shake up educators" (Alexander Bassin) as discussed by the authors, which can be viewed as a kind of reality therapy for education.
Abstract: The author of the bestselling Reality Therapy offers daring recommendations to "shake up educators" (Alexander Bassin)
639 citations
390 citations
173 citations
TL;DR: In this article, Perceptual distortion of height as a function of Ascribed Academic Status was discussed. But the authors focused on academic status and did not consider the effect of academic status on the perception of height.
Abstract: (1968) Perceptual Distortion of Height as a Function of Ascribed Academic Status The Journal of Social Psychology: Vol 74, No 1, pp 97-102
162 citations
116 citations
62 citations
60 citations
01 Apr 1968
TL;DR: A MOTIVATIONAL system for each child graduate accelerated to promote cooperation, impact, and independence, and the size of work units derived from actual child performance played a central role in questions involved in SERIAL LEARNING.
Abstract: RESEARCH IN WHICH BEHAVIOR THEORY WAS APPLIED TO TEACHING READING, WRITING, AND ARITHMETIC TO RETARDED CHILDREN IS REPORTED. TWENTYSEVEN EDUCABLY RETARDED CHILDREN PARTICIPATED IN THE CORE GROUP. THE MEAN MENTAL AGE WAS 11 YEARS AND THE MEAN IQ WAS 63. IN AN EXPERIMENTAL ENVIRONMENT OF APPROVAL, ENCOURAGEMENT, AND TOKEN REINFORCEMENT, A MOTIVATIONAL SYSTEM FOR EACH CHILD GRADUALLY EMERGED TO PROMOTE COOPERATION, EFFECTIVE STUDY, AND INDEPENDENCE. PROGRAMED MATERIALS AND PROCEUDRES FOR READING, WRITING, AND ARITHMETIC WERE DESIGNED TO REWARD CORRECT RESPONSES WITH CANDY, TOYS, AND OUTINGS. CONTINUING REEVALUATION AND REVISION OF TEACHING MATERIALS, THE VARYING AND SHIFTING OF SCHEDULES OF REINFORCEMENT, AND THE SIZE OF WORK UNITS DERIVED FROM ACTUAL CHILD PERFORMANCE PLAYED A CENTRAL ROLE IN TASKS INVOLVING SERIAL LEARNING. THE PROGRAMS ARE BEING REVISED, REFINED, AND EXTENDED THROUGH CONTINUING
59 citations
TL;DR: A combination of verbal and arithmetic reasoning tests from the Army Classification Battery to 190 trainees in the Army's Automatic Data Processing Programming course were used to identify potentially adequate computer programmers as discussed by the authors.
Abstract: COMPUTER programming is one of the fastest growing of the new technical professions. Large numbers of programmers are needed immediately, and it is predicted (Seiler, 1965) that by 1970 there will be a half million new jobs in electronic data processing. Computers are more and more being forced to perform well below their potential for lack of programmers. Automatic data processing has had a significant impact on private business schools; most of the larger ones now have computertraining programs for operators and technicians (Fulton, in press). Too often, however, specialized schools accept students with scant aptitude for computer training; and unqualified graduates ultimately heighten rather than alleviate the critical shortage of personnel in this area. Thus the need is apparent for tests capable of identifying potentially adequate computer programmers. Katz (1962) administered several tests from the Army Classification Battery to 190 trainees in the Army’s Automatic Data Processing Programming course. He used these test results in an attempt to reduce the wasted training time and costs associated with the prevailing high attrition rate. Test scores were correlated with final grade in the course. A combination of verbal and arithmetic reasoning tests from the army battery yielded a correlation with
TL;DR: Even within social class, ‘improvers' had significantly higher scores on the inventory than ‘deteriorators' which suggests that ‘academic motivation’ is not closely related to social class.
Abstract: Summary. A twenty-four item self-rating inventory was constructed to assess academic motivation. Scores on the inventory were compared with teachers' ratings to give evidence of concurrent validity. A test-retest reliability coefficient of + 0.83 was obtained with an interval of 2 1/2 months. The inventory was given to 2,707 Aberdeen 13-year-olds who had previously been given various intellectual tests. School attainment was measured from teachers' estimates scaled against a verbal reasoning test. The scores on the inventory were found to correlate more closely with school attainment than with reasoning ability. Academic motivation scores also distinguished between groups of children who had improved their academic performance after transfer and those who had deteriorated. This distinction could not be attributed simply to social class differences. Even within social class, ‘improvers' had significantly higher scores on the inventory than ‘deteriorators' which suggests that ‘academic motivation’ is not closely related to social class.
TL;DR: Five female school dropouts were “hired” to complete remedial workbook assignments and paid (via a token system) for the items that they worked correctly, showing the token reinforcement system to function as such.
TL;DR: In the interest of human and social values, educational institutions should be concerned with finding students who will do outstanding things outside the classroom and in later life as well as students who have the ability to get satisfactory grades as mentioned in this paper.
Abstract: In the interest of human and social values, educational institutions should be concerned with finding students who will do outstanding things outside the classroom and in later life as well as students who have the ability to get satisfactory grades. If we are to find such students, we need a better record of students' competencies and achievement during the high school years. Further, we should consider such measures important in their own right rather than weak supplenentary measures to remedy the slight defects of conventional aptitude and achievement tests.
TL;DR: It is concluded that effective educational programs for American Indian youth must emphasize the development of adequate psychosocial adjustment.
Abstract: The school experiences of Indian children tend to accentuate rather than resolve their identity problems; the outcome is often an increase in behavioral and disciplinary difficulties. At some point between the fourth and seventh grades a decline in academic achievement sets in, and the typical Indian student falls progressively behind his Anglo-American counterpart. The authors conclude that effective educational programs for American Indian youth must emphasize the development of adequate psychosocial adjustment.
Book•
01 Jan 1968
TL;DR: A review of the nature and uses of examinations in medical education and how examinations are used in schools and colleges is reviewed.
Abstract: A review of the nature and uses of examinations in medical education , A review of the nature and uses of examinations in medical education , مرکز فناوری اطلاعات و اطلاع رسانی کشاورزی
TL;DR: Mooney et al. as mentioned in this paper studied the educational, social, and economic factors associated with attrition among graduate students and concluded that the educational and social factors have a significant impact on the success or failure of graduate students.
Abstract: Knowledge of the educational, social, and economic factors associated with attrition among graduate students has been very limited to date. This paper attempts to isolate systematically the quantitative importance of a number of explanatory variables for the problem of attrition of doctoral candidates. Sex, field of graduate study, size of graduate school, and academic achievement (but not socioeconomic status of the parents) all seem to have a significant impact on the "success" or "failure" of the graduate students in this sample. For the purposes of this article, "failure" was defined as attendance in graduate school up to six to eight years without acquiring a Ph.D. Mr. Mooney concludes by noting that attempts to expand the number of Ph.D.'s simply by providing more fellowship money will be hampered by certain barriers, social and educational in nature. Since the size of the graduate school bears an inverse relation to the percentage of graduate students acquiring a Ph.D., he argues that existing graduate schools should make a more intensive effort to see to it that more of their present graduate students acquire a Ph.D. rather than simply expanding their enrollments in an attempt to satisfy the demand for more Ph.D.'s.
TL;DR: For third and sixth-grade children height, weight, grip strength of the dominant and non-dominant hands, elbow flexion and elbow extension strength, hip flexion, hip extension, dynamic balance, ball-throwing accuracy, speed of hand-arm movement, eye-hand coordination, stimulus discrimination and hand speed, perceptual ability, academic achievement, and intelligence were measured.
Abstract: For third- and sixth-grade children height, weight, grip strength of the dominant and non-dominant hands, elbow flexion and elbow extension strength, hip flexion and hip extension strength, dynamic balance, ball-throwing accuracy, speed of hand-arm movement, eye-hand coordination, stimulus discrimination and hand speed, perceptual ability, academic achievement, and intelligence were measured. (a) Intercorrelations among variables were low and often not significant for sixth- and third-grade children, (b) correlations were of similar magnitude for the two age groups, and (c) perceptual-motor tasks did not correlate any higher with intelligence tests than did simple motor tasks or physical characteristics.
01 Jun 1968
01 Mar 1968
TL;DR: Kuethe's figure placement technique was used to assess the mother-child schema held by 50 fourth-grade and 40 fifth-grade boys, and significant positive correlations were obtained between the mother's schema and the child's academic achievement.
Abstract: Kuethe's figure placement technique was used to assess the mother-child schema held by 50 fourth-grade and 40 fifth-grade boys. As hypothesized, significant positive correlations were obtained between the mother-child schema held by the child and his academic achievement. Although the schema was also related to anxiety, holding anxiety constant did not materially reduce the correlations between the schema and achievement. The relation was also independent of IQ. Results are discussed in terms of the meaning of the schema and possible intervening variables.