Thesis (M.A.)--Leland Stanford Junior University, 1921. / Bibliography: leaves 60-62.

Thesis (M.S.)-- Springfield College, 2006. / Bibliography: leaves 119-125.

Thesis (M.A.)--State University of New York at New Paltz, 2007. / Also issued in electronic version. Includes bibliographical references (leaves 64-74). Online version available via the SUNY New Paltz Sojourner Truth Library : http://hdl.handle.net/1951/42568

The aim of this research is to investigate intellectual development of a group of Black mineworkers on a South African gold mine, in the light of their exposure to a technical industrial environment. The research was conducted within a Piagetian framework and attempts to establish:- 1. A conceptual profile which would highlight the subject's conceptual abilities in relation to job skill requirements. 2. An empirical analysis of combined Behavioural and 3. Explanatory responses to support the hypothesis that experienced Black mineworkers should perform better on the diagnostic battery than novices: the main reason for this being the contention that conceptual development is facilitated by cognitive adaptation to the demands of a selectively different technological environment. Whether the battery of Piagetian conservation tasks could be evaluated for use as conservation scales with sound statistical properties. A random sample of fifty six Black mine workers was realised and their performance indicated that:- a ) The concept of Force is not actively developed by mining. b) There was no significant difference in the performance of Novice and Experienced subjects. c) The diagnostic battery in its present form is inadequate and would have to undergo some relative modifications. d) Conceptual profiles showed that concept areas tapped were not developed past the stage of Concrete operations, and that in some instances subjects did not conserve concepts which are relevant to the occupation they were selected for on the Classification Test Battery. e) Piagetian methodology could only be selectively applied to the mining industry for purposes of selection and placement. f) Conservation scales were not realised because of anomalies found in the composition of sub-concepts in the battery. / KMBT_363 / Adobe Acrobat 9.53 Paper Capture Plug-in

intelligence that has flowed from the personality–intelligence interface, hence emotional intelligence. The accepted body of knowledge regarding emotional capability is under scrutiny and middle ground is yet to be found. The general aim of this research was to gain an understanding of the relationship between independent variables (personality and cognition) and a dependent variable (emotional intelligence). The study was descriptive in nature, as the relationship between the variables was described rather than assumed. A quantitative, empirical study investigated independent variables and statistically analysed the results. This study found that 28% of the variance in EQ can be explained by personality and only 6.4% by cognition. The variance percentage increases to 30.4% when personality and cognition are combined. However, it seems that personality still carries most of the weight in this combination.Keywords: Organisational Psychology; Personnel Psychology; humanistic existential approach; descriptive research; quantitative empirical study; emotional intelligence; personality; cognition; Occupational Personality Questionnaire (OPQ); Cognitive Process Profile (CPP); Bar-On EQ-i / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

During the course of this study, an attempt was made to establish evidence concerning the reliability and validity of the four adjustment subsections included within the Student Form of the Adjustment Inventory. The four subsections are: Home Adjustment; Health Adjustment; Social Adjustment; and Emotional Adjustment. The total sample used in this study consisted of 103 grade twelve boys and 104 grade twelve girls from the Kitsilano Junior-Senior High School, Vancouver, British Columbia. Within the limitations of the study, the salient findings may be stated as follows: 1. Certain of the subsections yielded distributions for the samples used that diverged significantly from normality resulting from an accumulation of scores at the well-adjusted end of the scale. 2. Significant sex differences within the scores of the boys and girls were obtained in the case of the Emotional section and the Social section. 3. Statistical significance between mean scores was obtained for the sample of grade twelve boys used in this study and the original standardization sample of high school boys (selected from all grades) in the case of the Health section and the Social section. Comparing the original standardisation sample of girls with the present grade twelve sample, significant differences were found between their group scores for the Home, Health, and Social sections. These results suggest that a revision of norms is possibly required in certain cases. 4. From an item analysis, it was noted that for each section certain items fell below statistical requirements for acceptance. In the case of the Health section, for the boys, 17 of the 35 items fell below requirements, indicating weak interval consistency. The Social section proved to have the fewest number of poor items, four in the case of the boys and throe for the girls. 5. The obtained reliability coefficients for the Home and Social sections were found to be above the .80 level in all cases, ranging from .86 to .91. For the Health and Emotional sections the reliability coefficients in certain cases fell below .80, the Health section producing a low of .701 as calculated for the boys on the basis of the Richardson-Kuder formula. 6. Although in most cases the coefficients of intercorrelations were low, certain of the subsections correlated sufficiently high enough to suggest the possibility that such subsections were measuring related factors. 7. On the basis of ratings arrived at by means of a prolonged interview, the validating of the Home Adjustment section was substantiated. The results indicated that the Home section of the Inventory is capable of yielding results significantly similar to those obtained by means of a lengthy interview. 8. The findings of the study suggest that the scores made on the Social Adjustment section are significantly related to active social participation. No statistically significant relationship was found between scores made on the Social section and social "popularity” arrived at by means of a popularity vote. Suggestion is made that the Social section might well be used in counselling for detecting those who are seriously withdrawing from social participation. 9. The validity of the Health section failed to be substantiated on the basis of health ratings given to 98 grade twelve boys by the School Nurse. 10. The validity of the Emotional Adjustment section failed to be substantiated on the basis of composite emotional adjustment ratings arrived at by means of the ratings of the School Nurse and the writer, together with information given by each student during an interview. 11. To more satisfactorily evaluate the Adjustment Inventory as a tool for use in a guidance and counselling programme in high schools, a specially devised Student Problem Poll was constructed with the view of determining where the four problem areas included within the Inventory fell in relationship to other fields considered important by grade twelve students. According to the estimations of the students, other areas of problems are considered to be more important than, or as equally as important as the four areas included in the Inventory. / Arts, Faculty of / Psychology, Department of / Graduate

The problem in this experiment is to try to determine if the use of certain materials during the first semester of the first school year of a group of children will cause the intelligence quotients and achievements of these children to improve.

No description available.

This study examined correlations between assessed intelligence and two major categories of reading comprehension: literal-explicit and inferential-implicit. In addition, efficiency of prediction for criterion variables was investigated by utilizing two regression models which incorporated intelligence scores squared and the square root of intelligence scores. Since it is generally accepted that the higher the assessed intelligence of an individual, the higher will be his achievement in all areas of reading comprehension, the present study sought to discover whether there was a curvilinear relationship between intelligence and the two categories of reading comprehension with the factor of intelligence statistically controlled. It was felt that the hypothesized curvilinear relationship would result in significantly better performance by brighter students on inferential questions and significantly better performance by less-bright students on literal questions. Although no cause and effect has been established, based on the data presented in this study and within the. limitations of this study, the following conclusions seem tenable. 1. Since reading comprehension may be viewed as a thinking process, it is important to note that a relationship exists between the assessed intelligence of an individual and his performance on both literal and inferential tests of that process. 2. This study has demonstrated the curvilinear nature of the relationships hypothesized. The higher the assessed intelligence of an individual, the increasingly higher will be his performance on inferential questions. Brighter students tend to make more inferences, but they lose some detail in the process. The less bright students, on the other hand, do very well with detail questions but experience less success in making inferences concerning what is read.

Career exploration and decision making can be a stressful experience, and is often accompanied by dysfunctional thinking regarding the world of work and one’s place in it. Individuals who are able to modify their negative career thoughts are more likely to navigate career exploration successfully. Factors which may influence a person’s ability to cope with dysfunctional thoughts include cognitive ability (IQ) and the inadequately explored construct of emotional intelligence (EI). Establishing the validity of EI by demonstrating its relationship to important outcomes is necessary. This study sought to determine the extent to which IQ and EI were associated with negative career thoughts and negative career thoughts change as a result of career exploration. This correlational study measured IQ using a standard measure and EI using an ability-based instrument. In addition, negative career thoughts were measured both before and after a career exploration program. One hundred ninety three unemployed adults between the ages of 25 and 60 participated in the study. Significant correlation relationships were found between IQ and aspects of negative career thoughts post program. Only one branch of the EI model, managing emotions, was seen to correlate significantly with all aspects of negative career thoughts, both before and after career exploration. No correlations were found between either IQ or EI with negative career thoughts change. Regression analysis indicated that IQ predicted overall negative career thoughts as well as decision-making confusion, but only after career exploration. Overall EI scores did not predict negative career thoughts. However, among the four branches of EI, managing emotions predicted negative career thoughts both before and after career exploration for all of global negative career thoughts, decision-making confusion, commitment anxiety, and external conflict. Neither IQ nor EI predicted negative career thoughts change. The results show that the ability to manage emotions is associated with reduced dysfunctional thinking both before and after career exploration, suggesting that EI managing may be a psychological resource that individuals use in coping with stress. / Industrial and Organisational Psychology / D.Litt. et Phil. (Industrial and Organisational Psychology)