Career Counseling for the Elementary School Child: Grades K-5

The field of occupational psychology relies heavily on the idea that vocational behavior is a developmental process (Vondracek & Kirchner, 1974). This article describes first the general characteristics of the elementary school child, followed by pragmatic activities and strategies for counselors to use at this level.     

Grades of Explanation in Cognitive Science

I sketch an explanatory framework that fits a variety of contemporary research programs in cognitive science. I then investigate the scope and the implications of this framework. The framework emphasizes (a) the explanatory role played by the semantic content of cognitive representations, and (b) the important mechanistic, non-intentional dimension of cognitive explanations. I show how both of these features are present simultaneously in certain varieties of cognitive explanation. I also consider the explanatory role played by grounded representational content, that is, content evaluated by appeal to its truth, falsity, accuracy, inaccuracy and other relational properties.     

Guidance for Submission: Social Control and Guidance in Schools for Black Pupils in South Africa

The use of a school guidance service to transmit the economic and cultural interests of the ruling group(s) in a country is explored through the case-study of guidance in the Republic of South Africa, and in particular the introduction of guidance as a subject in Black schools in 1981. An analysis of the syllabus for guidance in Black schools reveals a social-control strategy on the part of the power group, which is different to that used within the White guidance service. Whereas the White service emphasises cultural interests, the Black-school syllabus stresses the economic interests of the ruling group. Each service, however, reflects the tension between economic and cultural interests, and the guidance situation in South Africa demonstrates the complex relationship between these interests, as well as that between group power relations and the nature of guidance services. The case-study also comments upon the relationship between the power of the ruling group in South Africa and the degree to which its economic and cultural interests are made explicit in the syllabus of its guidance services.     

Grades of Probability Modality in the Law of Evidence

The paper presents an infinite hierarchy PR m [m = 1, 2, . . . ] of sound and complete axiomatic systems for modal logic with graded probabilistic modalities, which are to reflect what I have elsewhere called the Bolding-Ekelöf degrees of evidential strength as applied to the establishment of matters of fact in law-courts. Our present approach is seen to differ from earlier work by the author in that it treats the logic of these graded modalities not only from a semantical or model-theoretic viewpoint but from a prooftheoretical and axiomatic stance as well. A paramount feature of the approach is its use of so-called systematic frame constants as labels of diverse grades of probability. Apart from this novel feature our approach can be seen to go back to pioneering work by Lou Goble in 1970.     

Meta-Analyzing the Relation between Grades and Salary

Academicians and business people have disagreed about whether grades predict occupational outcomes such as training success, job performance, and salary. Recent meta-analyses have suggested that grades are useful predictors of training success and job performance. Unfortunately, the results of meta-analyses examining the grades–salary relation were limited by methodological problems. These problems included confusing income and salary as the same dependent variable, not conducting moderator analyses, using unorthodox schemes of weighting correlations, and not correcting for research artifacts. The current meta-analysis focused only on studies that reported salary as the dependent variable and found uncorrected correlations of .13 for grades and starting salary, .18 for grades and current salary, and .05 for grades and salary growth. The correlations for grades and starting salary rose to approximately .20 when corrected for relevant artifacts and the corrected grades–current salary correlations rose to the mid- to high .20s. Moderator analyses are also reported.     

Auditory Acuity and Musical Ability in the First Four Grades

The height of the b-wave in the electroretinogram of the turtle Pseudemys was used as an index of spectral sensitivity under conditions of light and dark adaptation. A series of discontinuous wavelengths of equal energy was used as stimuli. The peak scotopic sensitivity occurred in the region of 559 μ while the maximal sensitivity under photopic conditions occurred at approximately 658 μ. Although the present methods do not allow a precise localization of the peaks of these two visual functions, the values are accurate within approximately 15 μ either side of the stated peaks.     

Consistency as a Factor in Predicting Grades

This study attempted to determine whether individual differences in intra-individual consistency are reliable over time and whether future grades can be predicted more accurately for consistent students—those whose grades do not vary much from course to course—than for students with “spotty” records. Measures of intra-individual consistency were computed from grades obtained early in school and from grades obtained later for several samples of students. These measures showed no reliability over time, and there were no differences between consistent and inconsistent students with regard to the accuracy of prediction of future grades. It was recommended that considerable caution be used in attributing any significance to the degree of consistency or inconsistency manifested by a student's academic record.     

Developing a Basic Mathematics Questionnaire for Grades 4 to 7

In this article, the authors report on the development of a basic mathematics questionnaire for Grades 4 to 7 (the BM(P)). The provisional instrument was completed by 1,103 Afrikaans-, English-and Tswana-speaking learners in Grades 4 to 7 in the North-West Province of South Africa. First-order factor analysis was carried out, item analysis was done, reliability coefficients and discrimination values were calculated, and norm tables were established. Weighted means were used to ensure that the results were proportional to the ratios of the language groups in the province. We (the authors) concluded that standardisation of the BM(P) yielded satisfactory results with regard to the determination of issues such as construct validity, reliability, validity and intercorrelations for Grade 4 to 7 learners in the North-West Province of South Africa.     

Reading Rate in Informational Text: Norms and Implications for Theory and Practice in the Primary Grades

The purpose of this study was to explore reading rates in informational text for children in the primary grades (1–3) by analyzing a large, preexisting statewide dataset (n?=?21,005). The results indicated that children in the primary grades read informational text at approximately two-thirds the rates that would be anticipated based on previous studies, and that these reading rates increased sporadically and slowly over the course of the school year. In addition, when cut scores or minimum rates from previous studies were applied to this sample, one-half to three-fourths of all students were identified as at-risk. Alternative norms for reading rate in informational text in grades 1–3 are provided, and implications for theory and practice are discussed.     

Testing for Guidance and Counseling in Junior Colleges

This paper presents some of the results from a survey of the use of standardized tests in junior colleges. Testing practices and problems related to the use of tests for guidance purposes are emphasized. The findings suggest that junior colleges are making substantial use of a variety of standardized tests primarily for guidance purposes. Problems in using the tests are being experienced, however, because of the inappropriateness of many tests, the scarcity of research evidence indicating how best to use the test results, the unavailability of tests designed to meet the specialized needs of junior colleges, and the lack of personnel with sufficient measurement training or experience.