Colin Elliott
Biographic Data
| ID | 5710002 |
|---|---|
| NAME | Colin Elliott |
| GIVEN NAMES | Colin |
| FAMILY NAME | Elliott |
| SIGNATURE | ELLIOTT C |
| AFFILIATIONS | University of Manchester |
| ORCID | 0000-0001-5883-0291 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1971 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Pox Romana: The Plague That Shook the Roman World
Profile Roman Economic and Monetary History
Fundamentally, Roman economic history is the study of how and why inhabitants of the Roman world produced, distributed and exchanged goods and services. By understanding the economic actions, events, institutions and products of the Roman world, Roman economic historians come to understand better the Romans themselves: their motivations, values, relationships and identities, among other things. With such a broad remit, today's Roman economic and …
Cognitive profiles of groups of poor readers and dyslexic children on the British Ability Scales
Two samples of children with reading difficulties − 145 poor readers and 121 dyslexic children ‐ were tested on the British Ability Scales (BAS). The poor readers were classified, using Rutter & Yule's (1975) criteria, into children with specific reading retardation and general reading backwardness. These children's profiles of scores on the BAS were also entered into a cluster analysis which provided some confirmation of the validity of the Rutt…
Learning disabilities and intelligence test results: A principal components analysis of the British Ability Scales
Two samples of children with reading difficulties − 145 poor readers whose word reading was one standard deviation or more below the mean and 121 dyslexic children ‐ were tested on the British Ability Scales. The purpose of the investigation was to examine whether they would score relatively poorly on verbal tests and relatively well on non‐verbal tests along the lines suggested by Lawson & Inglis (1985). Also the question of sex differences was …
The factorial structure and specificity of the British Ability Scales
Average correlations for three age groups from the BAS standardization data were factor analysed using principal‐factor analysis. Children aged 5:0–7:11 years were given 19 scales, those of 8:0–13:11 were given 18, and those aged 14:0–16:11 were given 14. Two factors were extracted with eigenvalues > 1 at each age level. The first factor, clearly identifiable as g , accounted for about 30 per cent of the variance. The second factor, again clearly…
Factors influencing the response latencies of subnormal children in naming pictures
The times taken to name 56 drawings of objects on five separate occasions were analysed for 21 ESN(M) and 21 ESN(S) children, matched for picture‐naming vocabulary. The ESN(S) group not only had a higher mean response latency but also showed greater inter‐ and intra‐subject variance. Nine objects were selected whose names have a Thorndike‐Lorge language frequency of 50 words per million or greater, and nine others were selected with a frequency o…
The Measurement of Speed of Problem Solving and Its Relation to Children's Age and Ability
S ummary . The times children take to reach correct solutions to seven easy Block Design items from the try‐out version of the British Intelligence Scale were analysed in terms of two regression models. The times were obtained from 395 children aged between 10 and 13 years, each of whom had a score of four or more on the full 16‐item test. The simpler of the two models was found to be the most satisfactory, the model specifying that the time to c…
Personality Factors and Scholastic Attainment
S ummary . Previously reported correlations between extraversion‐introversion and scholastic attainment were examined and a consistently changing relationship was noted depending on the mean attainment level of the subjects. The relationship between reading attainment, intelligence, extraversion and neuroticism was then examined for groups of junior school children whose CA, MA and RA were relatively constant. It was concluded that there is a hig…
Noise Tolerance and Extraversion in Children
A method of measuring tolerance of white noise is described. The subjects were groups of children aged 5 and 10 years. Extraverts tolerated a significantly greater intensity than introverts. Boys tolerated a significantly greater intensity than girls. There was no difference between the two age‐groups in level of noise tolerance. The method can be used to measure extraversion in a younger age‐range than is possible with questionnaires. Results ar…
Pox Romana: The Plague That Shook the Roman World
Personality Factors and Scholastic Attainment
S ummary . Previously reported correlations between extraversion‐introversion and scholastic attainment were examined and a consistently changing relationship was noted depending on the mean attainment level of the subjects. The relationship between reading attainment, intelligence, extraversion and neuroticism was then examined for groups of junior school children whose CA, MA and RA were relatively constant. It was concluded that there is a hig…
Noise Tolerance and Extraversion in Children
A method of measuring tolerance of white noise is described. The subjects were groups of children aged 5 and 10 years. Extraverts tolerated a significantly greater intensity than introverts. Boys tolerated a significantly greater intensity than girls. There was no difference between the two age‐groups in level of noise tolerance. The method can be used to measure extraversion in a younger age‐range than is possible with questionnaires. Results ar…
Noise Tolerance and Extraversion in Children
A method of measuring tolerance of white noise is described. The subjects were groups of children aged 5 and 10 years. Extraverts tolerated a significantly greater intensity than introverts. Boys tolerated a significantly greater intensity than girls. There was no difference between the two age‐groups in level of noise tolerance. The method can be used to measure extraversion in a younger age‐range than is possible with questionnaires. Results ar…
Personality Factors and Scholastic Attainment
S ummary . Previously reported correlations between extraversion‐introversion and scholastic attainment were examined and a consistently changing relationship was noted depending on the mean attainment level of the subjects. The relationship between reading attainment, intelligence, extraversion and neuroticism was then examined for groups of junior school children whose CA, MA and RA were relatively constant. It was concluded that there is a hig…
The Measurement of Speed of Problem Solving and Its Relation to Children's Age and Ability
S ummary . The times children take to reach correct solutions to seven easy Block Design items from the try‐out version of the British Intelligence Scale were analysed in terms of two regression models. The times were obtained from 395 children aged between 10 and 13 years, each of whom had a score of four or more on the full 16‐item test. The simpler of the two models was found to be the most satisfactory, the model specifying that the time to c…
Factors influencing the response latencies of subnormal children in naming pictures
The times taken to name 56 drawings of objects on five separate occasions were analysed for 21 ESN(M) and 21 ESN(S) children, matched for picture‐naming vocabulary. The ESN(S) group not only had a higher mean response latency but also showed greater inter‐ and intra‐subject variance. Nine objects were selected whose names have a Thorndike‐Lorge language frequency of 50 words per million or greater, and nine others were selected with a frequency o…
The factorial structure and specificity of the British Ability Scales
Average correlations for three age groups from the BAS standardization data were factor analysed using principal‐factor analysis. Children aged 5:0–7:11 years were given 19 scales, those of 8:0–13:11 were given 18, and those aged 14:0–16:11 were given 14. Two factors were extracted with eigenvalues > 1 at each age level. The first factor, clearly identifiable as g , accounted for about 30 per cent of the variance. The second factor, again clearly…
Learning disabilities and intelligence test results: A principal components analysis of the British Ability Scales
Two samples of children with reading difficulties − 145 poor readers whose word reading was one standard deviation or more below the mean and 121 dyslexic children ‐ were tested on the British Ability Scales. The purpose of the investigation was to examine whether they would score relatively poorly on verbal tests and relatively well on non‐verbal tests along the lines suggested by Lawson & Inglis (1985). Also the question of sex differences was …
Cognitive profiles of groups of poor readers and dyslexic children on the British Ability Scales
Two samples of children with reading difficulties − 145 poor readers and 121 dyslexic children ‐ were tested on the British Ability Scales (BAS). The poor readers were classified, using Rutter & Yule's (1975) criteria, into children with specific reading retardation and general reading backwardness. These children's profiles of scores on the BAS were also entered into a cluster analysis which provided some confirmation of the validity of the Rutt…
Profile Roman Economic and Monetary History
Fundamentally, Roman economic history is the study of how and why inhabitants of the Roman world produced, distributed and exchanged goods and services. By understanding the economic actions, events, institutions and products of the Roman world, Roman economic historians come to understand better the Romans themselves: their motivations, values, relationships and identities, among other things. With such a broad remit, today's Roman economic and …
Pox Romana: The Plague That Shook the Roman World
Psychology (7 works) · Developmental psychology (6 works) · Cognition (4 works) · Cognitive psychology (4 works) · Linguistics (3 works) · Social Psychology (3 works) · Audiology (2 works) · Big Five personality traits (2 works) · Cognitive Abilities and Testing (2 works) · Dyslexia (2 works)