W S Anthony
Biographic Data
| ID | 2746076 |
|---|---|
| NAME | W S Anthony |
| GIVEN NAMES | W S |
| FAMILY NAME | Anthony |
| SIGNATURE | ANTHONY W S |
| AFFILIATIONS | University of Leicester |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1959 |
| LATEST PUBLICATION YEAR | 1983 |
| H-INDEX | 2 |
The Development of Extraversion and Ability
S ummary . Following Eysenck and Cookson's study of the personality and ability of children aged 10–11 years, Cookson collected scores from some 1,700 of the same children at the age of 14–15 years. The present paper presents and analyses the resulting correlations between Eysenckian extraversion and ability. The results confirm a finding from previous Cattellian test data, that the more intelligent children decline in relative extraversion score…
Extraversion and Intelligence
S ummary . Data of Crookes et al . (1981), on 15–16 year‐old children, showed that, as in previous findings, and as predicted by theory, extraversion was non‐linearly related to ability, being related positively to intelligence among the less intelligent and negatively among the more intelligent
Research on Progressive Teaching
S ummary . Much of the variation in results of survey research on progressive teaching can be explained by noting that some of the researchers used methods implying that they selected, as progressive, teaching that was successful in terms of pupil interest, whereas other researchers did not use such methods. These two kinds of research give somewhat different results in terms of educational achievement. Pupil interest appears to be a condition fo…
Activity in the Learning of Piagetian Operational Thinking
S ummary . Piaget has stated that the child's active manipulation of objects is a necessary part of teaching for intellectual development. But this appears to be contrary to empirical evidence. From a review of literature, it is concluded that Piaget's insistence on physical activity, and his dismissal of observation, are excessive
The Development of Extraversion and Ability
Correlations between extraversion and ability typically change from positive to negative at about 13-14 years. A method for analysing this change is developed and applied to Rushton's (1969) data from his longitudinal study of 266 children of above-average intelligence, whom he tested at 10-11 years and again at 15-16 years of age. Correlations between extraversion and relative decrease in English and in mathematics are found and attributed to an…
Educability and Group Differences
The Development of Extraversion, of Ability, and of the Relation Between Them
Extraversion, as tested by Eysenck and his followers, is found on average to increase from 7 years to 13 years, and to decrease from youth to middle age; there appears to be a peak normally at 13 or 14 years. On the other hand, general ability increases until the twenties. If we assume that a person who is ahead (or behind) in one of these developments is also likely to be similarly ahead (or behind) in the other development, then this explains a…
Teachers' Marks and Pupils' Expectations
S ummary . The research investigated ( a ) pupils' expected marks for a piece of work and their relationship to the actual mark for that work and ( b ) the effects of discrepancies between expected marks and teacher's marks. In classroom tests of normal classwork, it was found that actual marks tended to be less than expected marks, especially when actual mark was low. Discrepancies between pupils' expectations and teacher's mark were found to ha…
Working Backward and Working Forward in Problem‐solving
N.E. Miller (1959) and others have stressed the effectiveness and creativity of working backward in problem‐solving; but Newell, Shaw, & Simon (1962) argued that working backward is not inherently superior to working forward. An experiment is reported in which undergraduate subjects were set a series of route‐finding tasks in a maze‐situation modified to allow observation of working forward and working backward. The effectiveness of the two direc…
Ethnic and social class differences in performance for material and nonmaterial rewards
The Tolman and Honzik Insight Situation
It is argued that an explanation in terms of processes simpler than insight would account for almost all the evidence relating to this situation, but that a result obtained by Evans is a notable exception, and is particularly favourable to the supposition that insight is involved and also to an ‘expectancy’ theory such as that of Deutsch
The Development of Extraversion and Ability
Correlations between extraversion and ability typically change from positive to negative at about 13-14 years. A method for analysing this change is developed and applied to Rushton's (1969) data from his longitudinal study of 266 children of above-average intelligence, whom he tested at 10-11 years and again at 15-16 years of age. Correlations between extraversion and relative decrease in English and in mathematics are found and attributed to an…
The Development of Extraversion, of Ability, and of the Relation Between Them
Extraversion, as tested by Eysenck and his followers, is found on average to increase from 7 years to 13 years, and to decrease from youth to middle age; there appears to be a peak normally at 13 or 14 years. On the other hand, general ability increases until the twenties. If we assume that a person who is ahead (or behind) in one of these developments is also likely to be similarly ahead (or behind) in the other development, then this explains a…
The Tolman and Honzik Insight Situation
It is argued that an explanation in terms of processes simpler than insight would account for almost all the evidence relating to this situation, but that a result obtained by Evans is a notable exception, and is particularly favourable to the supposition that insight is involved and also to an ‘expectancy’ theory such as that of Deutsch
Ethnic and social class differences in performance for material and nonmaterial rewards
Working Backward and Working Forward in Problem‐solving
N.E. Miller (1959) and others have stressed the effectiveness and creativity of working backward in problem‐solving; but Newell, Shaw, & Simon (1962) argued that working backward is not inherently superior to working forward. An experiment is reported in which undergraduate subjects were set a series of route‐finding tasks in a maze‐situation modified to allow observation of working forward and working backward. The effectiveness of the two direc…
Teachers' Marks and Pupils' Expectations
S ummary . The research investigated ( a ) pupils' expected marks for a piece of work and their relationship to the actual mark for that work and ( b ) the effects of discrepancies between expected marks and teacher's marks. In classroom tests of normal classwork, it was found that actual marks tended to be less than expected marks, especially when actual mark was low. Discrepancies between pupils' expectations and teacher's mark were found to ha…
The Development of Extraversion, of Ability, and of the Relation Between Them
Extraversion, as tested by Eysenck and his followers, is found on average to increase from 7 years to 13 years, and to decrease from youth to middle age; there appears to be a peak normally at 13 or 14 years. On the other hand, general ability increases until the twenties. If we assume that a person who is ahead (or behind) in one of these developments is also likely to be similarly ahead (or behind) in the other development, then this explains a…
Educability and Group Differences
Activity in the Learning of Piagetian Operational Thinking
S ummary . Piaget has stated that the child's active manipulation of objects is a necessary part of teaching for intellectual development. But this appears to be contrary to empirical evidence. From a review of literature, it is concluded that Piaget's insistence on physical activity, and his dismissal of observation, are excessive
The Development of Extraversion and Ability
Correlations between extraversion and ability typically change from positive to negative at about 13-14 years. A method for analysing this change is developed and applied to Rushton's (1969) data from his longitudinal study of 266 children of above-average intelligence, whom he tested at 10-11 years and again at 15-16 years of age. Correlations between extraversion and relative decrease in English and in mathematics are found and attributed to an…
Extraversion and Intelligence
S ummary . Data of Crookes et al . (1981), on 15–16 year‐old children, showed that, as in previous findings, and as predicted by theory, extraversion was non‐linearly related to ability, being related positively to intelligence among the less intelligent and negatively among the more intelligent
Research on Progressive Teaching
S ummary . Much of the variation in results of survey research on progressive teaching can be explained by noting that some of the researchers used methods implying that they selected, as progressive, teaching that was successful in terms of pupil interest, whereas other researchers did not use such methods. These two kinds of research give somewhat different results in terms of educational achievement. Pupil interest appears to be a condition fo…
The Development of Extraversion and Ability
S ummary . Following Eysenck and Cookson's study of the personality and ability of children aged 10–11 years, Cookson collected scores from some 1,700 of the same children at the age of 14–15 years. The present paper presents and analyses the resulting correlations between Eysenckian extraversion and ability. The results confirm a finding from previous Cattellian test data, that the more intelligent children decline in relative extraversion score…
Psychology (11 works) · Social Psychology (8 works) · Developmental psychology (7 works) · Big Five personality traits (4 works) · Extraversion and introversion (4 works) · Personality (4 works) · Cognitive psychology (3 works) · Cognition (2 works) · Cognitive Abilities and Testing (2 works) · Cognitive and developmental aspects of mathematical skills (2 works)