This study is founded on the hypothesis that there is a correlation between certain cognitive factors namely the final std. 10 examination mark and aptitude as measured by the Senior Aptitude Test ( RSA) on the one hand, and academic achievement in Afrikaans- Nederlands 3 (AFN 3) on the other. The test group for the study were the 64 students who wrote the final examination in AFN 3 at the PU for CHE in 1983. These students were mainly from the 1981 enrolment; a few had enrolled in 1980. The study progressed as follows: At first a literature study was undertaken (chapter 2) in which was mainly concentrated on those cognitive factors which could influence study in general and academic achievement in tertiary study in particular. In general it appeared that authoritative researchers are of the opinion that aptitude (as measured by the different aptitude tests) is significant in the prediction of academic achievement and that the final matriculation examination is, of all cognitive factors, the best indicator of academic achievement. Secondly an empirical study was undertaken (chapter 4). Data for this study was obtained from the Statistical Consultation Service of the PU for CHE. Upon enrolment at the university a certain number of first year students are required to write psychometrical tests. Results of these tests (part of which is the Senior Aptitude Tests, tests 1-10) and the students' final examination results, as well as the ensuing academic achievements are stored on computer. Thirdly, in an ex post facto approach eleven variables, namely SAT (1-10) and the final matriculation examination were brought in connection with the achievement in AFN 3 of the said test group. By using BMDP 9 R - and SAS computer programmes intercorrelations were calculated and multiple regression analysis were done in order to calculate the contribution of individual variables and combinations of variables to the variance in AFN 3 (chapter 5) . The results are as follows: (chapters 5 and 6) A combination of the abovementioned eleven variables represent only 17,7% of the variance in AFN 3 and the best application is to be found in the case of std. 10 and SAT 1 and 7, with a contribution of 12,5% to the variance in AFN 3. It is clear that the influence of individual and combined independent variables on the dependent variables is so low that it holds no practical value for the indication of academic achievements. The role of high and low std. 10 achievement as individual independent variables combined with SAT 1-10 in the variance of AFN 3 was inquired into. In a step-by-step regression analysis was found that low std. 10 achievement and SAT 1-10 represent 53,4% of the achievement variance in AFN 3 and low std. 10 achievement combined with SAT 1, 5, 7 and 10 represent 45,6% of the variance in AFN 3. (Appendix J and K). It can be assumed that a differential application of std. 10 achievement can represent significant results in the search for predictors of academic achievement. / Skripsie (MEd)--PU vir CHO, 1988

This study is founded on the hypothesis that there is a correlation between certain cognitive factors namely the final std. 10 examination mark and aptitude as measured by the Senior Aptitude Test ( RSA) on the one hand, and academic achievement in Afrikaans- Nederlands 3 (AFN 3) on the other. The test group for the study were the 64 students who wrote the final examination in AFN 3 at the PU for CHE in 1983. These students were mainly from the 1981 enrolment; a few had enrolled in 1980. The study progressed as follows: At first a literature study was undertaken (chapter 2) in which was mainly concentrated on those cognitive factors which could influence study in general and academic achievement in tertiary study in particular. In general it appeared that authoritative researchers are of the opinion that aptitude (as measured by the different aptitude tests) is significant in the prediction of academic achievement and that the final matriculation examination is, of all cognitive factors, the best indicator of academic achievement. Secondly an empirical study was undertaken (chapter 4). Data for this study was obtained from the Statistical Consultation Service of the PU for CHE. Upon enrolment at the university a certain number of first year students are required to write psychometrical tests. Results of these tests (part of which is the Senior Aptitude Tests, tests 1-10) and the students' final examination results, as well as the ensuing academic achievements are stored on computer. Thirdly, in an ex post facto approach eleven variables, namely SAT (1-10) and the final matriculation examination were brought in connection with the achievement in AFN 3 of the said test group. By using BMDP 9 R - and SAS computer programmes intercorrelations were calculated and multiple regression analysis were done in order to calculate the contribution of individual variables and combinations of variables to the variance in AFN 3 (chapter 5) . The results are as follows: (chapters 5 and 6) A combination of the abovementioned eleven variables represent only 17,7% of the variance in AFN 3 and the best application is to be found in the case of std. 10 and SAT 1 and 7, with a contribution of 12,5% to the variance in AFN 3. It is clear that the influence of individual and combined independent variables on the dependent variables is so low that it holds no practical value for the indication of academic achievements. The role of high and low std. 10 achievement as individual independent variables combined with SAT 1-10 in the variance of AFN 3 was inquired into. In a step-by-step regression analysis was found that low std. 10 achievement and SAT 1-10 represent 53,4% of the achievement variance in AFN 3 and low std. 10 achievement combined with SAT 1, 5, 7 and 10 represent 45,6% of the variance in AFN 3. (Appendix J and K). It can be assumed that a differential application of std. 10 achievement can represent significant results in the search for predictors of academic achievement. / Skripsie (MEd)--PU vir CHO, 1988

In The Empirical Stance Bas van Fraassen sets out to uncover the spirit of empiricism: “what is empiricism, and what it could be, if it is to be a viable philosophy today?” (2002, p. 31). In answer to this question van Fraassen rejects the canonical characterization of empiricism as a philosophical position established on a thesis (such as all knowledge comes from sense experience), and argues that we must endorse empiricism as a philosophical position established in a stance. But what the empirical stance is or entails exactly, van Fraassen has failed to make clear. The purpose of this thesis is to analyze and philosophically evaluate empiricism as a stance. In light of my analysis, however, I will argue that van Fraassen has not provided a concrete characterization of stance empiricism (or indeed stances in general), and that the concept remains problematically vague. In Chapter, 1 I begin with a review and analysis of The Empirical Stance. I discuss van Fraassen’s arguments against the canonical characterization of empiricism, as well as the initial sketch of what stance empiricism is or entails provided by van Fraassen. Furthermore, I offer what I see as the clearest characterization of stance empiricism that can be seen form the initial sketch van Fraassen has provided: that the empirical stance is an epistemic strategy, with a commitment to empirical inquiry. In Chapter 2, I refute a prominent critique which has been made against van Fraassen’s ‘stance-ism’ – that stances are problematically relative. This critique is particularly problematic for stance empiricism as it compromises two of van Fraassen’s proposed characteristics of empiricism. In the remaining chapters I argue that stance empiricism is a problematically vague concept. In Chapter 3, I argue that it is not entirely clear what role experience, and the empirical, is to play in the empirical stance. In Chapter 4, I discuss two characterizations of stances which are similar to that which I draw at the end of Chapter 1. I go on to argue that in light of van Fraassen’s response to such characterizations we can see that they are inadequate in being able to fully encapsulate the concept of a stance. In Chapter 5, I conclude by arguing that for stance empiricism (and indeed any stance) to be a coherent position it must be limited to something in terms of being definable by some necessary beliefs. Furthermore, I offer a potential objection to my thesis – that for van Fraassen vagueness is a nonissue; I rebut this objection by arguing that even by van Fraassen’s own lights stances are problematically vague. / Graduate / 0422 / navarre.dicarlo@gmail.com

Thesis Erasmus University Rotterdam. / ook verschenen in gedrukte versie. With bibliogr., with a summary in Dutch.

Thesis Erasmus University Rotterdam. / Auteursnaam op omslag: Léon Winkel. With bibliogr., with a summary in Dutch.

Proefschrift Universiteit van Amsterdam. / Met lit. opg. - Met samenvatting in het Nederlands.

Proefschrift Universiteit van Amsterdam. / Met bibliogr., lit. opg. - Met samenvatting in het Nederlands.

Proefschrift Universiteit van Amsterdam. / Met bibliogr., lit. opg. - Met samenvatting in het Nederlands.

Proefschrift Universiteit van Amsterdam. / Met bibliogr., lit. opg. - Met samenvatting in het Nederlands.

Proefschrift Universiteit van Amsterdam. / Met lit. opg. - Met samenvatting in het Nederlands.