A E G PILLINER
Biographic Data
| ID | 5706407 |
|---|---|
| NAME | A E G PILLINER |
| GIVEN NAMES | A E G |
| FAMILY NAME | PILLINER |
| SIGNATURE | PILLINER A E G |
| AFFILIATIONS | University of Edinburgh |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1950 |
| LATEST PUBLICATION YEAR | 1974 |
| H-INDEX | 1 |
The Effect of Verbal Teaching Style on the Attainment of Educational Objectives in Physics
S ummary . Analyses of variance and covariance were used in this longitudinal study of the effects, cognitive and affective, of different teaching styles (as identified by Flanders' interaction analysis technique) on the learning of physics by 14–16‐year‐old pupils following an O‐grade course for the Scottish Certificate of Education. The ‘open‐ended’ style achieved the more complex cognitive educational objectives more successfully than did eith…
Multiple Marking: Wiseman or Cox
Note on the Correlation Coefficient Between Intelligence Quotients and Achievement Quotients or Ratios
Zero Error in Moray House Verbal Reasoning Tests
S ummary . Non‐equivalence in the performance of the samples of children used in standardising the several members of a series of similar tests results in lack of comparability between the standardised scores obtained with different tests in the series; all the standardised scores from one test may be positively or negatively biassed relative to those from another. The bias is named ‘zero error’. The zero errors of twenty Moray House verbal reaso…
Symposium: The Use of Essays in Selection at 11
The Position and Size of the Border‐line Group in an Examination
The Effect of Verbal Teaching Style on the Attainment of Educational Objectives in Physics
S ummary . Analyses of variance and covariance were used in this longitudinal study of the effects, cognitive and affective, of different teaching styles (as identified by Flanders' interaction analysis technique) on the learning of physics by 14–16‐year‐old pupils following an O‐grade course for the Scottish Certificate of Education. The ‘open‐ended’ style achieved the more complex cognitive educational objectives more successfully than did eith…
Multiple Marking: Wiseman or Cox
Zero Error in Moray House Verbal Reasoning Tests
S ummary . Non‐equivalence in the performance of the samples of children used in standardising the several members of a series of similar tests results in lack of comparability between the standardised scores obtained with different tests in the series; all the standardised scores from one test may be positively or negatively biassed relative to those from another. The bias is named ‘zero error’. The zero errors of twenty Moray House verbal reaso…
The Position and Size of the Border‐line Group in an Examination
Symposium: The Use of Essays in Selection at 11
Zero Error in Moray House Verbal Reasoning Tests
S ummary . Non‐equivalence in the performance of the samples of children used in standardising the several members of a series of similar tests results in lack of comparability between the standardised scores obtained with different tests in the series; all the standardised scores from one test may be positively or negatively biassed relative to those from another. The bias is named ‘zero error’. The zero errors of twenty Moray House verbal reaso…
Note on the Correlation Coefficient Between Intelligence Quotients and Achievement Quotients or Ratios
Multiple Marking: Wiseman or Cox
The Effect of Verbal Teaching Style on the Attainment of Educational Objectives in Physics
S ummary . Analyses of variance and covariance were used in this longitudinal study of the effects, cognitive and affective, of different teaching styles (as identified by Flanders' interaction analysis technique) on the learning of physics by 14–16‐year‐old pupils following an O‐grade course for the Scottish Certificate of Education. The ‘open‐ended’ style achieved the more complex cognitive educational objectives more successfully than did eith…
Psychology (6 works) · Citation (4 works) · Computer Science (4 works) · Library science (4 works) · Mathematics (4 works) · Mathematics education (3 works) · Sociology (3 works) · Statistics (2 works) · Artificial Intelligence (1 works) · Artificial Intelligence (1 works)