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Eiser, C. – British Journal of Educational Psychology, 1977
Previous research has suggested that children are aware of changes in "orientation" prior to changes in "position" of objects as a function of an observer's viewpoint. Two question-asking studies investigated this finding relative to (a) changes in type of stimuli and (b) changes in response mode. (Editor/RK)
Descriptors: Cognitive Processes, Educational Psychology, Elementary School Students, Experiments
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Hansford, B. C.; Neidhart, H. – British Journal of Educational Psychology, 1977
Using 463 fifteen year old girls from five girls' schools in the metropolitan area of Sydney, this study examines four aspects of the Junior Eysenck Personality Inventory that has been subject to criticism, namely the terminology used in certain JEPI items, item response rate ceilings, factorial structure of the inventory, and the relationship…
Descriptors: Educational Psychology, Factor Analysis, Item Analysis, Measurement Instruments
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Gourlay, N. – British Journal of Educational Psychology, 1978
Major problems in the field are presented through a brief review of Burt's work and a critical account of the Hawaiian and British schools of biometrical genetics. The merits and demerits of Christopher Jencks' study are also discussed. There follows an account of the principle of genetic variation with age, a new concept to the…
Descriptors: Educational Psychology, Genetics, Illustrations, Individual Development
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Shayer, M.; Wylam, H. – British Journal of Educational Psychology, 1978
The proportion of children in a representative sample of 1200 15- to 16- year-olds showing different Piagetian levels of thinking was measured. No increase in the proportion showing formal operational thinking was found beyond the age of 15. Investigated whether boys develop at the same rate as girls. (Editor/RK)
Descriptors: Cognitive Processes, Developmental Stages, Educational Psychology, Elementary Secondary Education
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Seddon, G. M. – British Journal of Educational Psychology, 1977
A sample of 741 students worked through a self-instructional chemistry program after completing tests of extraversion, neuroticism, verbal intelligence, non-verbal intelligence and background knowledge in chemistry. Results showed none of the interactions involving neuroticism was significant, and indicated that the significant interaction…
Descriptors: Academic Achievement, Age Differences, Educational Psychology, Followup Studies
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Smedslund, J. – British Journal of Educational Psychology, 1977
As a result of eight years' experience of Piagetian research and subsequent work as a practicing psychologist, certain aspects of Piaget's theories are criticized. In particular the existential status of operatory structures, the relation between logicality and understanding, and the representativeness of the tasks are questioned. (Editor)
Descriptors: Child Psychology, Critical Thinking, Educational Psychology, Psychological Studies
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Brown, G.; Desforges, C. W. – British Journal of Educational Psychology, 1977
The relationships between Piaget's theory and education are discussed. The accumulated data from studies based upon the theory are examined in terms of (1) shared assumptions which govern the interpretation of replication studies, (2) the extent to which a stage can be meaningfully defined, and (3) the nature of the developmental process proposed…
Descriptors: Cognitive Development, Critical Thinking, Educational Psychology, Educational Theories
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Lawson, M. J.; Jarman, R. F. – British Journal of Educational Psychology, 1977
The assumptions of Jensen's theory of Level 1 ability are examined in the light of recent research on memory. Experimental studies of organization in both serial and free recall, as well as factor analytic investigations of sequential memory indicate that the current theory requires revision in order to accommodate recent findings. (Editor)
Descriptors: Educational Psychology, Factor Analysis, Intelligence, Learning Readiness
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