Herbert J. Klausmeier

Anxiety, intelligence, and achievement in children of low, average, and high intelligence.

The relations among various cognitive abilities and between cognitive and psychomotor abilities of school children are being clarified through widespread and continuous research. Much less is known about the relation between affective characteristics and cognitive abilities. However, anxiety with moderate to high tension, whether artificially induced through experimentally controlled stress or present in the subjects from unspecified sources, has been shown to reduce learning efficiency (1, 3, 5, 6). The purpose of the present. study was to ascertain the relation between anxiety as measured by a test and IQ and between anxiety and school achievement in children of low, average, and high IQ. Basically, the present study attempts to extend and clarify the work of Sarason and of McCandless, Castaneda, and Palermo with children of elementary school age. Sarason (8) reported that anxiety correlated negatively with IQ and with achievement. Eight correlations were reported between Otis IQs and scores on the Sarason Test Anxiety Scale (7); the children were enrolled in grades 2 through 5 in two schools. The correlations ranged from --.o12 to -.284; four were significant at the I per cent level. Of eight correlations, ranging from -.oo02 to -.294, between scores on standardized

The Effects of IQ Level and Sex on Divergent Thinking of Seventh Grade Pupils of Low, Average, and High IQ

HIGH IQ children vary considerably in diverI gent thinking abilities, as assessed by tests of short duration. Getzels and Jackson (3) provide evidence of this. Since they studied only children of relatively high IQ?mean IQ ,132 and range from 108 to 179?they could not estimate reliably the level of divergent thinking abilities in chil dren of low and average IQ. Torrance (7) re ported modest rs, ranging from .02 to .32, between IQ and scores on various creativity tasks. Torrance did not report the range in IQ ; presum ably, it was typical of public school classes. We should expect considerable variability among Ss of high IQ on various tests of creativity or divergent thinking, since, according to Guil ford (4), divergent production abilities are dif ferent from convergent production abilities and there are a large number of each type of abilities. Further, high IQ Ss vary widely in other areas or domains, for example, in interests, in values, and in level of achievement in the different sub ject fields. Should we expect, however, low IQ fifs to perform as well as those of high IQ on diver gent thinking tasks? There appears to be no prac tical or theoretical basis for expecting that low IQ children will perform relatively more effi ciently on divergent thinking tasks than on con vergent thinking tasks, unless the distribution of abilities in the divergent thinking domain is greatly different from that in the convergent thinking domain. The purpose of the present study was to deter mine the effect of IQ upon performance on diver gent thinking tests of seventh-grade pupils of wide variability in IQ, as assessed by a group IQ test. A second purpose was to determine the effect of sex upon performance on divergent thinking tests in the same students. In a previous investi gation, Klausmeier, Harris, and Ethnathios (5) noted a sharp sex difference in eleventh-grade students. | Procedure Subjects

Achievement in Subtraction

counting and addition children with an average age of nine years and nine months had mastered (1). To analyze our findings we divided the children into three groups-children who had a low intelligence quotient, children who had an average intelligence quotient, and children who had a high intelligence quotient. Having learned what tasks in counting and addition the children had mastered, we identified new tasks in counting and addition that would be appropriate for the 120 children who took part in the study. We have continued our research on

Instructional Programming for the Individual Pupil in the Multiunit Elementary School

earliest formulation of the system, behavioral scientists, curriculum experts, subject-matter specialists, communication specialists, school administrators, and teachers have contributed to it and they continu to do so (2). Thus the concepts on which the system is based and the related practices are emerging and changing, not fixed. Because the system includes the work of practitioners, it was first introduced in the school districts that contributed to its formulation

Factors Influencing Choice of Teaching Career Among College Sophomores

The demand for increasing numbers of competently educated teachers, particularly in the primary and intermediate elemen tary grades, continues. We need more elementary teachers now in both urban and rural areas; it appears that rapidly increasing elementary enrollment may produce still greater shortages of teachers holding baccalaureate degrees than is now the case. On the other hand, some areas of secondary teaching are rapidly be coming saturated. To meet the demand for larger numbers of better educated elementary teachers and to assist prospective teachers, including those preparing in secondary, to secure positions upon graduation, an investigation was conducted to de termine (a) student choice of career at the sophomore level i n college, (b) stability of such choice during a quarter, and (c) the relative influence of certain course activities on student choice of career. The method employed in arriving at tentative answers to the above was to determine student choice of career during the wijiter quarter of the sophomore year and to appraise the effect of various activities on such choice. Data concerning career choice and evaluation of activities were gathered by means of a questionnaire and an evaluation check list. Interviews between student and instructor were employed for validation pur po s e s. The data were treated statistically to appraise the significance of differences obtained.

Evaluating a Course in Educational Psychology

Learning is an active process; behaviors learned are those toward which attention and activity are directed. When educational psychology is centered upon academic scholarship, the outcome is effective verbalizing of general psychological principles with negligible effect on modifying classroom prac tice. Educational psychology may provide the means by which the prospective teacher learns the processes for predicting, controlling, and bringing about desirable modification in pupil behavior. When such is the aim, student attention and activity must be centered on the problems of classroom teaching; the prospective teacher must engage in activities which bear directly upon solution of educational problems. Educational psychology then is learned as the means for developing effective teaching behaviors. Accordingly, to organize a course in educational psychology for prospective teachers, we are concerned with (1) the specific competences or objectives to be developed, (2) the developmental sequence of steps that will develop these competences, guide us in mobilizing resources, and timing our procedures, (3) the specific techniques that will be used in implementing these steps in terms of the backgrounds of the students and the nature of the institution?its facilities and resources, and (4) the procedures for determining the value and extent of outcomes.