Frederic J. Boersma

Academic self‐concept in elementary learning disabled children: Study with the student's perception of ability scale

Academic self-concept as measured by the Students Perception of Ability Scale (SPAS) was compared for 81 learning disabled (LD) and 81 normally-achieving control children in grades three to six. The results show that LD children hold significantly more negative self-perceptions of ability in reading, spelling, and arithmetic than do the control children. Further, these negative school subject-related attitudes in the LD children had generalized to lower self-perceptions of ability in general, to expressions of less confidence in school, and more negative attitudes toward school. No grade level or sex effects were observed. It was concluded that the SPAS is able to discriminate between normally-achieving children and those experiencing problems in school, and, accordingly, that the SPAS has good external validity. The results were discussed in terms of using the SPAS for evaluating affective components of remediation, and for identifying high-risk elementary school children. Continuing external validity studies being undertaken by the authors also were noted.

The Student's Perception of Ability Scale: An Instrument for Measuring Academic Self-Concept in Elementary School Children.

The Students Perception of Ability Scale (SPAS) was developed in response to a need for a reliable and valid instrument to measure subject-based academic self-concept in elementary school children. This scale was designed for use with children in grades three to six. Descriptive data on the SPAS were discussed in terms of their substantive, structural, and external validity. Normative data were also highlighted. The scale was found to have six meaningful factors, relatively high alpha and test-retest reliability estimates, and reasonably strong discriminant and experimental validity. Data were presented which indicate that the SPAS clearly differentiates between children who have learning problems and those who do not. A concurrent validity coefficient of .489 was obtained with school grades. Further, a recent study indicates that the scale appears useful in assessing affective change over time. It was concluded that the SPAS is measuring a unique domain of academic self-concept and that the scale has good measurement characteristics. Practical and research implications for the scale were also discussed.

The Influence of Test-Wiseness Upon Achievement

AN important source of variation in test scores is test-wiseness. Millman, Bishop and Ebel (1965) have developed a theoretical framework of test-wiseness that may be used as a guide for empirical investigations concerned with evaluating the effects of teaching a test-taking strategy. The emphasis in this study was on the characteristics and format of the test rather than upon substantive content or coaching for a specific examination. The point of primary concern was that &dquo;more error in measurement is likely to originate from students who have too little, rather than too much, skill in taking tests&dquo; (Ebel, 1965). The research of Connerly and Wantman (1964), and French (1965), investigating problem-solving styles of students answering objective test items, provides evidence for the importance of testwiseness. Further research by Moore, Schutz and Baker (1966) supports the notion that students can learn principles of test-wise-

Eye movements, perceptual activity, and conservation development.

Abstract A rationale for interpreting eye movement patterns (EMPs) in children varying in stages of conservation development was derived from the theoretical positions of Piaget, Bruner, and Wohlwill. Ninety-two girls, 6–10 years of age, were tested on Piagetian conservation tasks including length, area, and continuous quantity (solid and liquid). Corneally reflected eye movements were recorded on these tasks from the point immediately following the conservation question until S s responded. After testings S s were classified according to Piagetian procedure into nonconservers (NC1), transitional nonconservers (NC2), and conservers (C). Results indicated substantial EMP differences between conservers and nonconservers, as well as between the nonconserver groups. Moreover, the data appear to support a theory of perceptual activity leading to decentration and to indicate a change in viewing strategy associated with change in conservation status.

Effects of arithmetic problem difficulty on pupillary dilation in normals and educable retardates

Abstract The study investigated the effects of three levels of arithmetic problem difficulty upon pupillary dilation responses in normal and educable mentally retarded (EMR) children. Pupillary records were obtained by a Polymetric pupillograph recorder, both before problem presentation and continuously throughout a maximum solution period of 20 sec. Ten normal and 10 EMR children served individually as S s in a three-way factorial design with repeated measures on two factors. Most analyses used change in log dilation as the dependent measure, though analysis of maximum dilation was also undertaken. No group differences were shown on mean log dilation before problem presentation or within the first part of the response period, but statistically significant differences were observed in the second and to a greater degree within the third periods. Furthermore, mean change in log dilation increased as a function of difficulty within all three periods, with greater dilation normally being associated with more difficult problems. An exception to this finding occurred during the third period for EMR S s where greatest dilation change was associated with easiest problems. Discussion sought tentative interpretation of these findings within the framework of Berlynes propositions concerning intensive aspects of attention.

The Therapeutic use of Ritual in Maladaptive Grieving

This article presents a case for the designation of “ritual” as a psychotherapeutic technique for use in maladaptive grieving. Examples are given of the attitudes and utilization of ritual in psychoanalysis, strategic and existential psychotherapies, and pastoral and cross-cultural counseling. The authors suggest how, when, and why ritual can be used to assist individuals to move from a maladaptive to an adaptive style of grieving.

Eye Movements During Embedded-Figure Tasks.

Corneally reflected EMs of 16 field-independent and 16 field-dependent Ss were examined concomitantly with individually administered hidden figure items. The data suggested that field-independent Ss make more shifts between target and alternatives than do field-dependent Ss and that males are more deliberate in their visual search than females. The results were discussed in terms of two factors reflecting analytical perception, number of shifts, and mean length of time on target.

Teachers' and mothers' academic achievement expectations for learning disabled children☆

Abstract The present study investigated teachers and mothers academic achievement expectations for learning disabled and normally achieving grade 3 children. Both groups had similar WISC-R mean Full Scale IQ scores, ages and socioeconomic backgrounds. It was found that teachers and mothers had significantly lower academic expectations for learning disabled children. The results are discussed in terms of the importance of positive affective development for learning disabled children and the need for more encouraging attitudes on the part of teachers and parents.

Field dependency-independency and eye-movement patterns.

Eye-movement patterns of high and low scoters on a test of field-dependency-independency were compared. Significant differences were found for track length and informative search but none for sex and duration of fixation. Support for the notion that field-independent Ss employ more effective search patterns is suggested.

Academic Achievement and Locus of Control in Father-Absent Elementary School Children

Standardized achievement scores and academic locus of control were investigated in 28 father-absent (FA) and 28 father-present (FP) third-grade children of similar IQ characteristics. Father-absent children performed significantly worse than FP children in reading achievement. There were no differences between the two groups for spelling and arithmetic, but FA males performed significantly worse than FA females, whose achievement level was closer to that of the FP males and females. For academic locus of control, FA children, compared with FP children, tended to perceive successful achievement outcomes as being related to external sources of control such as task ease or teacher assistance. On the other hand, the two groups took similar responsibility for their failures. Together, the results of this study suggest that for FA and FP groups of similar IQ characteristics, there is already some evidence of the detrimental effects of father absence on cognitive development by the third grade. Further, the academic locus of control characteristics of the one-parent children suggest that their achievement deficits may become more marked in later grades.