Black-and-white photographs of teachers, controlled for race, age, sex, and attractiveness, were rated on seven factors of teacher performance by students in Grades 2,5,7,11, and 13. Across all developmental levels and on all factors, ratings of unattractive teachers tended to be lower. At all developmental levels, older teachers tended to receive lower ratings than younger teachers. Sex of the teacher appeared to be a more influential factor at Grades 11 and 13. Interactions showed that unattractive middle-aged female teachers and unattractive old male teachers frequently received lower ratings.
The purpose of this study was to determine the effects on test scores of employing a separate answer sheet using the California Test of Mental Maturity with 117 pupils in the primary grades of one through three. The CTMM was administered twice to all students; once employing the usual answer marking format contained in the test booklet and once employing a separate answer sheet. A counterbalanced design was used to control for order effects. The mean raw differences between marking format conditions decreased from 23.67 to 10.79 to 3.32 for students in grades one through three respectively, indicating that the need for the test booklet marking format decreases sharply as the grade level of the Ss increases.
The purpose of this study was to determine the effect of formal practice sessions on the ability of first and second graders to use separate answer sheets on the California Test of Mental Maturity. The Ss were all 79 pupils enrolled in these grades at one elementary school. Academically, these Ss were above average. Through the use of a counterbalanced design, the CTMM was administered twice to all Ss; once employing the usual answer marking format contained in the test booklet and once employing a separate answer sheet preceded by a formal practice session. Significant mean raw score differences between formats of 10.30 and 7.19 were obtained for Ss in grades one and two respectively in favor of the booklet format. Accuracy scores, which removed the effect of speed from raw score performances, were also analyzed and the results confirmed the superiority of the booklet format. It was concluded that even with prior practice sessions, above average pupils in grades one and two are unable to utilize separate answer sheets in an effective manner.
In a reversed order, 90 Ss, from a general psychology course, in two groups of equal size, viewed two audiovisual tapes of a simulated first counseling session. The same counselor, same client, and same presenting concern of a vocational‐educational nature were portrayed as representative of a client‐centered and a behavioral approach to counseling. The Ss were asked to identify which film they preferred and why. A chi square analysis showed no difference between males and females. However, there was a statistically significant preference for the behavioral approach by both males and females. The major factor in the preference appeared to be the “structure” of the behavioral approach.
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