Hugh Lytton
Biographic Data
| ID | 609603 |
|---|---|
| NAME | Hugh Lytton |
| GIVEN NAMES | Hugh |
| FAMILY NAME | Lytton |
| SIGNATURE | LYTTON H |
| AFFILIATIONS | University of Calgary |
| VERIFIED | No |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 308 |
| AUTHOR COUNT | 25 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1961 |
| LATEST PUBLICATION YEAR | 2009 |
| H-INDEX | 6 |
Some Psychological and Sociological Characteristics of “Good” and “Poor Achievers” (Boys) in Remedial Reading Groups: Clinical Case Studies
Research Articles| December 17 2009 Some Psychological and Sociological Characteristics of "Good" and "Poor Achievers" (Boys) in Remedial Reading Groups: Clinical Case Studies Subject Area: Psychiatry and Psychology , Women's and Children's Health H. Lytton H. Lytton Institute of Education, University of Exeter Search for other works by this author on: This Site PubMed Google Scholar Human Development (1968) 11 (4): 260–276. https://doi.org/10.11…
Toward a Model of Family-Environmental and Child-Biological Influences on Development
Perceptions of mathematics ability versus actual mathematics performance: Canadian and Hong Kong Chinese children
This study compared levels of mathematics achievement between Canadian and Hong Kong Chinese children and explored the relations between perceptions of children's competence and mathematics achievement. The Canadian sample was made up of 125 4th-grade children who were randomly selected from five schools in Calgary. A comparative sample of 128 children was drawn from five Chinese-speaking schools in Hong Kong. Parents, teachers and children rated…
This Is How It's Always Been Done: The Treatment of Academic Misconduct in Canada
Hugh Lytton, "This Is How It's Always Been Done": The Treatment of Academic Misconduct in Canada, The Canadian Journal of Sociology / Cahiers canadiens de sociologie, Vol. 21, No. 2 (Spring, 1996), pp. 223-235
Parents' differential socialization of boys and girls: A meta-analysis
A meta-analysis of 172 studies attempted to resolve the conflict between previous narrative reviews on whether parents make systematic differences in their rearing of boys and girls. Most effect sizes were found to be nonsignificant and small. In North American studies, the only socialization area o
Child effects--still unwelcome? Response to Dodge and Wahler
Child and parent effects in boys' conduct disorder: A reinterpretation
The importance of parent and child influences on the development of conduct disorder in boys is evaluated. The research approaches reviwed include studies of interactions between unrelated mothers and children, reaction to punishment, autonomic reactivity, biochemical factors, and drug treatment and longitudinal studies of delinquency
Child effects—still unwelcome? Response to Dodge and Wahler
Stability of genetic determination from age 2 to age 9: A longitudinal twin study
In an earlier study of 46 pairs of male twins, genetic determination of certain social characteristics, speech, and vocabulary IQ was assessed at age 2.5 years. In a follow‐up of 35 of these pairs at age 9, genetic and environmental factors were examined again in the same characteristics, as well as in antisocial and neurotic behavior, nonverbal ability, school achievements, height, and weight. At 9, significant genetic variance, replicated via t…
Effects of short-term interaction coaching with mothers of preterm infants
This study examined the effects of eight 40-minute interaction coaching sessions on the mother-infant interaction patterns of mother-preterm infant dyads. Thirty-five preterm infants and their mothers were matched for sex and then were assigned randomly to a treatment and a no-treatment control group. Behavior counts and ratings of maternal and infant interactive behavior (Interaction Rating Scale; Field, 1980) were obtained from naturalistic hom…
Mothers' interactions with normal and conduct-disordered boys: Who affects whom
Natural Groups And Centroid Clusters Of Mother-Child Dyads Observed In The Home
Cluster analysis (Wishart, 1972) was applied to the interactive behavior of 136 2 1/2-year-old male twins and singletons with their mothers. The clustering was based on the Facilitating Power (FP) that various forms of maternal control exerted on child compliance and non-compliance. The clustering process generated clusters that reflected the pre-existing division of the sample into twins and singletons. In general, singletons seem to be less dep…
Disciplinary encounters between young boys and their mothers and fathers: Is there a contingency system
Environmental and genetical causes of variation in ethological aspects of behavior in two‐year‐old boys
The interactive behavior of two‐year‐old male twins (17 MZ, 29 DZ pairs) with their parents was observed in the home and laboratory. Behavior counts, ratings, and experimental measures were subjected to a biometrical genetic analysis. A model which included only within‐and between‐families environmental effects fitted most variables best, except for Instrumental Independence (a rating) and Speech Rate (a count variable) which showed a significant…
The impact of twinship on parent-child interaction
Do parents create, or respond to, differences in twins
Compliance and its controlling stimuli observed in a natural setting
Creativity and Education
The author gives a lucid account of creativity and its educational context. He discusses the creative process, the character of different kinds of creativity, creative people, developing creativity, and the creative child at school, to give his readers an understanding of the issues that home or school have to face in fostering a creative, non-habit-bound child. The book should be particularly welcome to all concerned with education in view of th…
Regression to the mean misunderstood: A reply to Vockell and Asher
Reading disability and difficulties in finger localization and right-left discrimination
Primary Education and Divergent Thinking Abilities—four Years On
S ummary . An earlier study had shown that ‘informal’ progressive teaching in the primary school promoted divergent thinking abilities (DTA) more than a formal subject‐centred approach. The present research investigated the hypothesis that the effects of such differing approaches would still be measurable four years later, irrespective of the type of secondary school attended. 151 of the original sample of 211 children were traced and retested wh…
Divergent Thinking Abilities in Secondary Schools
S ummary . In a previous study of primary schools, children in ‘informal’ schools scored higher on tests of divergent thinking than children in ‘formal’ schools. A parallel study of two ‘informal’ and two ‘formal’ secondary schools failed to yield a similar result. Some possible explanations of this finding are put forward. Convergent ability was shown to be more closely related to social class than divergent ability
Teaching Approach and the Development of Divergent Thinking Abilities in Primary Schools
S ummary . This research was designed to evaluate the effects of differing teaching approaches on divergent thinking abilities, the hypothesis being that informal, progressive teaching would promote these abilities more than formal, more subject‐centred teaching. Two‐hundred‐and‐eleven children, 11 to 12 years old, of all ability levels, were tested, half coming from ‘Formal’ and half from ‘Informal’ primary schools which were matched for verbal …
Follow‐up of an Experiment in Selection for Remedial Education
S ummary . This paper reports the continuation of an earlier investigation into selection for remedial education (Lytton, 1961). The children's gains over the whole of the remedial period were recorded and each child was followed up one to two years after he left the remedial group. While children lost some of their original gains in reading as well as in arithmetic during the follow‐up period, the losses in arithmetic were much greater. Judged b…
Symposium: Contributions to the Diagnosis and Remedial Treatment of Reading Difficulties
S ummary . The purpose and organisation of remedial education and possible methods of selection for it are discussed. At the outset of a new scheme of adjustment groups, the opportunity occurred to compare the effectiveness of selection by teachers' judgment with the conventional method of selection by test results. In the experiment, no significant difference was found in the effectiveness of the two methods as judged by gains in reading or arit…
Parents' differential socialization of boys and girls: A meta-analysis
A meta-analysis of 172 studies attempted to resolve the conflict between previous narrative reviews on whether parents make systematic differences in their rearing of boys and girls. Most effect sizes were found to be nonsignificant and small. In North American studies, the only socialization area o
Child and parent effects in boys' conduct disorder: A reinterpretation
The importance of parent and child influences on the development of conduct disorder in boys is evaluated. The research approaches reviwed include studies of interactions between unrelated mothers and children, reaction to punishment, autonomic reactivity, biochemical factors, and drug treatment and longitudinal studies of delinquency
Mothers' interactions with normal and conduct-disordered boys: Who affects whom
Compliance and its controlling stimuli observed in a natural setting
Do parents create, or respond to, differences in twins
Disciplinary encounters between young boys and their mothers and fathers: Is there a contingency system
Child effects—still unwelcome? Response to Dodge and Wahler
Perceptions of mathematics ability versus actual mathematics performance: Canadian and Hong Kong Chinese children
This study compared levels of mathematics achievement between Canadian and Hong Kong Chinese children and explored the relations between perceptions of children's competence and mathematics achievement. The Canadian sample was made up of 125 4th-grade children who were randomly selected from five schools in Calgary. A comparative sample of 128 children was drawn from five Chinese-speaking schools in Hong Kong. Parents, teachers and children rated…
This Is How It's Always Been Done: The Treatment of Academic Misconduct in Canada
Hugh Lytton, "This Is How It's Always Been Done": The Treatment of Academic Misconduct in Canada, The Canadian Journal of Sociology / Cahiers canadiens de sociologie, Vol. 21, No. 2 (Spring, 1996), pp. 223-235
Environmental and genetical causes of variation in ethological aspects of behavior in two‐year‐old boys
The interactive behavior of two‐year‐old male twins (17 MZ, 29 DZ pairs) with their parents was observed in the home and laboratory. Behavior counts, ratings, and experimental measures were subjected to a biometrical genetic analysis. A model which included only within‐and between‐families environmental effects fitted most variables best, except for Instrumental Independence (a rating) and Speech Rate (a count variable) which showed a significant…
The impact of twinship on parent-child interaction
Reading disability and difficulties in finger localization and right-left discrimination
Teaching Approach and the Development of Divergent Thinking Abilities in Primary Schools
S ummary . This research was designed to evaluate the effects of differing teaching approaches on divergent thinking abilities, the hypothesis being that informal, progressive teaching would promote these abilities more than formal, more subject‐centred teaching. Two‐hundred‐and‐eleven children, 11 to 12 years old, of all ability levels, were tested, half coming from ‘Formal’ and half from ‘Informal’ primary schools which were matched for verbal …
Stability of genetic determination from age 2 to age 9: A longitudinal twin study
In an earlier study of 46 pairs of male twins, genetic determination of certain social characteristics, speech, and vocabulary IQ was assessed at age 2.5 years. In a follow‐up of 35 of these pairs at age 9, genetic and environmental factors were examined again in the same characteristics, as well as in antisocial and neurotic behavior, nonverbal ability, school achievements, height, and weight. At 9, significant genetic variance, replicated via t…
Primary Education and Divergent Thinking Abilities—four Years On
S ummary . An earlier study had shown that ‘informal’ progressive teaching in the primary school promoted divergent thinking abilities (DTA) more than a formal subject‐centred approach. The present research investigated the hypothesis that the effects of such differing approaches would still be measurable four years later, irrespective of the type of secondary school attended. 151 of the original sample of 211 children were traced and retested wh…
Symposium: Contributions to the Diagnosis and Remedial Treatment of Reading Difficulties
S ummary . The purpose and organisation of remedial education and possible methods of selection for it are discussed. At the outset of a new scheme of adjustment groups, the opportunity occurred to compare the effectiveness of selection by teachers' judgment with the conventional method of selection by test results. In the experiment, no significant difference was found in the effectiveness of the two methods as judged by gains in reading or arit…
Follow‐up of an Experiment in Selection for Remedial Education
S ummary . This paper reports the continuation of an earlier investigation into selection for remedial education (Lytton, 1961). The children's gains over the whole of the remedial period were recorded and each child was followed up one to two years after he left the remedial group. While children lost some of their original gains in reading as well as in arithmetic during the follow‐up period, the losses in arithmetic were much greater. Judged b…
Teaching Approach and the Development of Divergent Thinking Abilities in Primary Schools
S ummary . This research was designed to evaluate the effects of differing teaching approaches on divergent thinking abilities, the hypothesis being that informal, progressive teaching would promote these abilities more than formal, more subject‐centred teaching. Two‐hundred‐and‐eleven children, 11 to 12 years old, of all ability levels, were tested, half coming from ‘Formal’ and half from ‘Informal’ primary schools which were matched for verbal …
Divergent Thinking Abilities in Secondary Schools
S ummary . In a previous study of primary schools, children in ‘informal’ schools scored higher on tests of divergent thinking than children in ‘formal’ schools. A parallel study of two ‘informal’ and two ‘formal’ secondary schools failed to yield a similar result. Some possible explanations of this finding are put forward. Convergent ability was shown to be more closely related to social class than divergent ability
Reading disability and difficulties in finger localization and right-left discrimination
Primary Education and Divergent Thinking Abilities—four Years On
S ummary . An earlier study had shown that ‘informal’ progressive teaching in the primary school promoted divergent thinking abilities (DTA) more than a formal subject‐centred approach. The present research investigated the hypothesis that the effects of such differing approaches would still be measurable four years later, irrespective of the type of secondary school attended. 151 of the original sample of 211 children were traced and retested wh…
Regression to the mean misunderstood: A reply to Vockell and Asher
Creativity and Education
The author gives a lucid account of creativity and its educational context. He discusses the creative process, the character of different kinds of creativity, creative people, developing creativity, and the creative child at school, to give his readers an understanding of the issues that home or school have to face in fostering a creative, non-habit-bound child. The book should be particularly welcome to all concerned with education in view of th…
Compliance and its controlling stimuli observed in a natural setting
Environmental and genetical causes of variation in ethological aspects of behavior in two‐year‐old boys
The interactive behavior of two‐year‐old male twins (17 MZ, 29 DZ pairs) with their parents was observed in the home and laboratory. Behavior counts, ratings, and experimental measures were subjected to a biometrical genetic analysis. A model which included only within‐and between‐families environmental effects fitted most variables best, except for Instrumental Independence (a rating) and Speech Rate (a count variable) which showed a significant…
The impact of twinship on parent-child interaction
Do parents create, or respond to, differences in twins
Disciplinary encounters between young boys and their mothers and fathers: Is there a contingency system
Natural Groups And Centroid Clusters Of Mother-Child Dyads Observed In The Home
Cluster analysis (Wishart, 1972) was applied to the interactive behavior of 136 2 1/2-year-old male twins and singletons with their mothers. The clustering was based on the Facilitating Power (FP) that various forms of maternal control exerted on child compliance and non-compliance. The clustering process generated clusters that reflected the pre-existing division of the sample into twins and singletons. In general, singletons seem to be less dep…
Mothers' interactions with normal and conduct-disordered boys: Who affects whom
Effects of short-term interaction coaching with mothers of preterm infants
This study examined the effects of eight 40-minute interaction coaching sessions on the mother-infant interaction patterns of mother-preterm infant dyads. Thirty-five preterm infants and their mothers were matched for sex and then were assigned randomly to a treatment and a no-treatment control group. Behavior counts and ratings of maternal and infant interactive behavior (Interaction Rating Scale; Field, 1980) were obtained from naturalistic hom…
Stability of genetic determination from age 2 to age 9: A longitudinal twin study
In an earlier study of 46 pairs of male twins, genetic determination of certain social characteristics, speech, and vocabulary IQ was assessed at age 2.5 years. In a follow‐up of 35 of these pairs at age 9, genetic and environmental factors were examined again in the same characteristics, as well as in antisocial and neurotic behavior, nonverbal ability, school achievements, height, and weight. At 9, significant genetic variance, replicated via t…
Child effects--still unwelcome? Response to Dodge and Wahler
Child and parent effects in boys' conduct disorder: A reinterpretation
The importance of parent and child influences on the development of conduct disorder in boys is evaluated. The research approaches reviwed include studies of interactions between unrelated mothers and children, reaction to punishment, autonomic reactivity, biochemical factors, and drug treatment and longitudinal studies of delinquency
Child effects—still unwelcome? Response to Dodge and Wahler
Parents' differential socialization of boys and girls: A meta-analysis
A meta-analysis of 172 studies attempted to resolve the conflict between previous narrative reviews on whether parents make systematic differences in their rearing of boys and girls. Most effect sizes were found to be nonsignificant and small. In North American studies, the only socialization area o
Perceptions of mathematics ability versus actual mathematics performance: Canadian and Hong Kong Chinese children
This study compared levels of mathematics achievement between Canadian and Hong Kong Chinese children and explored the relations between perceptions of children's competence and mathematics achievement. The Canadian sample was made up of 125 4th-grade children who were randomly selected from five schools in Calgary. A comparative sample of 128 children was drawn from five Chinese-speaking schools in Hong Kong. Parents, teachers and children rated…
This Is How It's Always Been Done: The Treatment of Academic Misconduct in Canada
Hugh Lytton, "This Is How It's Always Been Done": The Treatment of Academic Misconduct in Canada, The Canadian Journal of Sociology / Cahiers canadiens de sociologie, Vol. 21, No. 2 (Spring, 1996), pp. 223-235
Toward a Model of Family-Environmental and Child-Biological Influences on Development
Some Psychological and Sociological Characteristics of “Good” and “Poor Achievers” (Boys) in Remedial Reading Groups: Clinical Case Studies
Research Articles| December 17 2009 Some Psychological and Sociological Characteristics of "Good" and "Poor Achievers" (Boys) in Remedial Reading Groups: Clinical Case Studies Subject Area: Psychiatry and Psychology , Women's and Children's Health H. Lytton H. Lytton Institute of Education, University of Exeter Search for other works by this author on: This Site PubMed Google Scholar Human Development (1968) 11 (4): 260–276. https://doi.org/10.11…
Psychology (24 works) · Developmental psychology (22 works) · Social Psychology (13 works) · Child and Adolescent Psychosocial and Emotional Development (10 works) · Early Childhood Education and Development (7 works) · Mathematics education (6 works) · Attachment and Relationship Dynamics (5 works) · Social Psychology (5 works) · Childhood development (4 works) · Cognitive Abilities and Testing (4 works)