Terry Honess
Biographic Data
| ID | 5708411 |
|---|---|
| NAME | Terry Honess |
| GIVEN NAMES | Terry |
| FAMILY NAME | Honess |
| SIGNATURE | HONESS T |
| AFFILIATIONS | Aston University |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1974 |
| LATEST PUBLICATION YEAR | 2002 |
| H-INDEX | 1 |
The perception of speed-modified recordings
The overall quality of audio tapes may be affected by such factors as background noise and the intensity of the signal, or whether the recording was made at the correct speed. The last would affect the speaking fundamental frequency (SFF), and therefore perceived pitch, and phonetic characteristics of the speech sample. Listeners’ skills regarding the recognition of recording speeds that had been manipulated are investigated here. It was found th…
Self and Identity
A Teacher's Implicit Model of How Children Learn
It is assumed that knowledge of a teacher's ‘implicit model’ of how children learn is an invaluable aid to effective in‐service training, and that the process of developing such a model is, in itself, of value to the teacher. This study describes the framework within which the ‘implicit model’ of one particular teacher was articulated and made explicit. The framework draws on grid technique and the audio/video recording of lessons, and involves a…
Accounting for oneself
Changes in one man's evaluations and expectations of himself are explored using new interview procedures, based on the implication grid, that readily reveal inconsistencies in an individual's view of him or herself. The process of negotiating inconsistencies with the individual concerned resulted in considerable clarification, and some redefinition of his self‐concept. Analysis of his protocol demonstrated the viability of ‘accounting for self’ i…
Girls' and boys' perception of their peers
It is argued that earlier studies of children's ‘free’ descriptions typically confound an interpretation of the child's capabilities (for which prescriptive precedures may be required) with an interpretation of the child's preferred mode of construing (for which minimal intrusion is generally necessary). A content analysis that avoids prescription in both instructions and coding of 8–13‐year‐olds' descriptions of liked and disliked peers reveals,…
Bingo and the Bundle
Children's implicit theories of their peers
Common assumptions in the theories of Kelly and Werner allow Werner's description of development to be readily translated into a number of predictions concerning the course of construct system or implicit theory development. Construct organization was inferred from subjects' responses to a specially modified implication grid. Both developmental predictions and the validity of grid measures received excellent support from the analysis of children'…
A comparison of the implication and repertory grid techniques
The ‘repertory grid’ and the ‘implication grid’ techniques are compared using criteria based on an indirect measure of construct matching scores. The implication grid proved superior to the repertory grid under conditions designed to compare stability of matching scores and under conditions designed to compare sensitivity to subjects' changes in construing. The significance of a further result, that the implication grid was superior for reflectin…
Extraversion, Neuroticism and Academic Attainment in Uganda
S ummary . This study examines a neglected area: the relationship between personality and academic achievement for school children in a non‐Western culture. EPI or JEPI scores for black Ugandans of three different age groups were correlated with exam, results from several school subjects. The pattern of results was remarkably similar to that found in Britain
Children's implicit theories of their peers
Common assumptions in the theories of Kelly and Werner allow Werner's description of development to be readily translated into a number of predictions concerning the course of construct system or implicit theory development. Construct organization was inferred from subjects' responses to a specially modified implication grid. Both developmental predictions and the validity of grid measures received excellent support from the analysis of children'…
A Teacher's Implicit Model of How Children Learn
It is assumed that knowledge of a teacher's ‘implicit model’ of how children learn is an invaluable aid to effective in‐service training, and that the process of developing such a model is, in itself, of value to the teacher. This study describes the framework within which the ‘implicit model’ of one particular teacher was articulated and made explicit. The framework draws on grid technique and the audio/video recording of lessons, and involves a…
Girls' and boys' perception of their peers
It is argued that earlier studies of children's ‘free’ descriptions typically confound an interpretation of the child's capabilities (for which prescriptive precedures may be required) with an interpretation of the child's preferred mode of construing (for which minimal intrusion is generally necessary). A content analysis that avoids prescription in both instructions and coding of 8–13‐year‐olds' descriptions of liked and disliked peers reveals,…
A comparison of the implication and repertory grid techniques
The ‘repertory grid’ and the ‘implication grid’ techniques are compared using criteria based on an indirect measure of construct matching scores. The implication grid proved superior to the repertory grid under conditions designed to compare stability of matching scores and under conditions designed to compare sensitivity to subjects' changes in construing. The significance of a further result, that the implication grid was superior for reflectin…
Extraversion, Neuroticism and Academic Attainment in Uganda
S ummary . This study examines a neglected area: the relationship between personality and academic achievement for school children in a non‐Western culture. EPI or JEPI scores for black Ugandans of three different age groups were correlated with exam, results from several school subjects. The pattern of results was remarkably similar to that found in Britain
A comparison of the implication and repertory grid techniques
The ‘repertory grid’ and the ‘implication grid’ techniques are compared using criteria based on an indirect measure of construct matching scores. The implication grid proved superior to the repertory grid under conditions designed to compare stability of matching scores and under conditions designed to compare sensitivity to subjects' changes in construing. The significance of a further result, that the implication grid was superior for reflectin…
Bingo and the Bundle
Children's implicit theories of their peers
Common assumptions in the theories of Kelly and Werner allow Werner's description of development to be readily translated into a number of predictions concerning the course of construct system or implicit theory development. Construct organization was inferred from subjects' responses to a specially modified implication grid. Both developmental predictions and the validity of grid measures received excellent support from the analysis of children'…
Girls' and boys' perception of their peers
It is argued that earlier studies of children's ‘free’ descriptions typically confound an interpretation of the child's capabilities (for which prescriptive precedures may be required) with an interpretation of the child's preferred mode of construing (for which minimal intrusion is generally necessary). A content analysis that avoids prescription in both instructions and coding of 8–13‐year‐olds' descriptions of liked and disliked peers reveals,…
Accounting for oneself
Changes in one man's evaluations and expectations of himself are explored using new interview procedures, based on the implication grid, that readily reveal inconsistencies in an individual's view of him or herself. The process of negotiating inconsistencies with the individual concerned resulted in considerable clarification, and some redefinition of his self‐concept. Analysis of his protocol demonstrated the viability of ‘accounting for self’ i…
A Teacher's Implicit Model of How Children Learn
It is assumed that knowledge of a teacher's ‘implicit model’ of how children learn is an invaluable aid to effective in‐service training, and that the process of developing such a model is, in itself, of value to the teacher. This study describes the framework within which the ‘implicit model’ of one particular teacher was articulated and made explicit. The framework draws on grid technique and the audio/video recording of lessons, and involves a…
Self and Identity
The perception of speed-modified recordings
The overall quality of audio tapes may be affected by such factors as background noise and the intensity of the signal, or whether the recording was made at the correct speed. The last would affect the speaking fundamental frequency (SFF), and therefore perceived pitch, and phonetic characteristics of the speech sample. Listeners’ skills regarding the recognition of recording speeds that had been manipulated are investigated here. It was found th…
Psychology (8 works) · Social Psychology (7 works) · Computer Science (6 works) · Cognitive psychology (3 works) · Developmental psychology (3 works) · Perception (3 works) · Artificial Intelligence (2 works) · Cognitive and psychological constructs research (2 works) · Construct (python library) (2 works) · Educational and Psychological Assessments (2 works)