of time sampling. After the experiment the examination of the standard of consciousness was repeated i n b o t h forms.
Upon h a v i n g expounded the restdts in full and analyzed t h e m b o t h q u a l i t a t i v e l y a n d rnathe- matically, t h e authors give a s u m m a r y of t h e m a j o r lessons t o be d r a w n from t h e e x p e r i m e n t .
The most i m p o r t a n t ones of the statements included in t h e summary of content are t h e follovv- Co-operation ensures the possibilitv o f g a i n i n g valuable m o r á l experience, wbich is of favour- able influence on t h e trend of the standard of morál consciousness.
D e p e n d i n g on the standard of their morál consciousness, t h e p u p i l s differently a d a p t thein- selves t o the rnoral requirements involved b y tlie given situation of a c t i v i t y . Thus, as to t h e p a r l i c i p a t i o n in solving problems a n d the level of co-operation, there was a significant difference to be observed between the positive and negatíve representative groups, to t h e a d v a n t á g e o f the forrner. Similarly, i n the m a n n e r and efficiency of the a d a p t a t i o n to t h e norms of co-operation, the groups alsó presented a f u n d a m e n t a l difference.
As sliown b y the results of correlalion calculations on the connectiou between m o r á l conscious- ness and characteristics öf bebaviour, high ,and/or inordinately low standards of consciousness are accompanied b y relatively firm tendencies of behaviour.
I n the research-melhodical summary, the authors state t h a t tearn-work, as problem-situations, includes ethic components, wbich render it suitable for m o r a l l y q u a l i f y i n g thereby t h e p u p i l s ' bebaviour and for a registration of the m o r á l processes. Thereupon t h e y set forth t h e a d v a n t a g e s of the described experiment, and outline tlie application possibilities of statistical m e t h o d s i n the research on morál education.
Henrik Kéri
M A ' Í T I E M A T I C A L S T A T I S T I C A L E X A M I N A T I O N O F A S C H O O L - A C C O M P L I S H M E N T T E S T
A u t h o r tested five parallel classes of a tecbnical school of industrial cbemistry. Materials of the A C S E x a m i n a t i o n Committee were applied for the p r e p a r a t i o n of the test a n d the e v a l u a t i o n of the results. The test was designed to compare the relevant knowledge of t h e parallel classes.
The results of the testing are evaluated by methods of m a t h e m a t i e a l statistics. A u t h o r outlines the guessing correction formula, he proves, however, t h a t t h e p r o b a b i l i t y of getting a good score b y blind guessing is very small.
O n the hasis of the test, the objective comparison of t h e five classes could be performed. I n case of four classes the aritlimetic m e a n of the test scores was in good accordance w i t b t h e m e a n of the marks obtained by traditional methods. The deviation occurring in t h e fifth class was due to i n d i v i d u a l m a r k i n g methods.
Hereinafter the test results of one class are analyzed. The scores are converted on the basis' of standard deviation i n t o the marks employed in H u n g a r y . The percentile r á n k is established according to the scores. The v a l i d i t y a n d reliability of t h e test is discussed a n d evaluated a n d t h e reliability coefficient is calculated w i t h two different m e t h o d s . The reliability coefficient is very low, as the discrimination power of m a n y items is poor, a n d t h e test could n o t be applied w i t h full v a l i d i t y for this student group. I n the a u t h o r s opinion t h e v a l i d i t y of foreign tests is decreas- ed by translation a n d adaptation.
I t is absolutely necessary t h a t pre-testing, subsequent profound statistical analvsís of t h e obtained results and correction of the mistakes should preceed the realization of a nation-wide testing program.
Béla Kozéki
O N T H E P S Y C H O L O G 1 C A L E X A M I N A T I O N OF T H E A B 1 L 1 T Y T O L E A R N L A N G U A G E S The continuously increasing requirements in so to sav every respect, t h u s alsó i n learning lan- guages, lend tlie question of a b i l i t y a m a r k e d significance. Moreover, insteud of i n s t r u c t i o n , t h e modern and efficient methods lay stress on t h e learning of I a n g u a g e s , o n the a c t i v i t y on t h e stu- dent's part. This is w h y acquiring as exact information as possible on t h e students' personality is i m p o r t a n t . The special abilities of the students, their m o t i v e s a n d other psyehic factors of primordial importance i n learning languages can be investigated w i t b good results b y m e a n s of psychological measuring instruments constructed for this purpose a n d suitable b o t h theoretically and practically.
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The p r i m a r y objective of tfie a u t b o r is to develop a measuriug i n s t r u m e n t of this k i n d : liis furthcr in lent ion is to cxaininc tbe process of teacliing languages in its relation to tbc wliole of tbc personality a n d . in connection xvith this, t o c r o a t e a suitable system of guidance. I n tbe present oomprehensive study on the research methods ap])lied b y liim so far, he sets fortli his nxperimcnts conducted w i t h middlc-school pupils and university students.
Tbcoretically, tbc expei'iments xvere started froin tbe realization i h a t , alsó in the learning of languages, external effeets are being nianifested through internál factors. Conscquently, t h e efficiency of learning languages depends for tbe most p a r t (and, i n case of identic influcncing, almost entirely) 011 tbe m o t i v a t i n g spbere of tbe pupiTs personality and on tbe stage of develop- m e n t of his abilities. Tbc a d u u l developmental level of these psycbic factors is förmed in t h e rourse of tbe earlier activity, of au inlerarlion xvith the environment. Hoxxever, 011 the one h a n d , tbc xvide l i m i t s of tbe possibilities are sel. by the nntural faculties, 011 the other liand, i t is t h e actual slate of the abilities and m o t i v a t i n g factors t b a t dctermine tbe efficiency of further activ- ity, of development.
A s to t h e practical side of the question, xvlien designing tbe test, tbe hasic p o i n t of departure xvas t h e intention t o examine the aclivilies directed at learning languages a n d t b e abilities being in interaction xvith these, as xvell as tbe slructure of the language iu question. Since research of this k i n d can be considered a növel initiation in H u n g a r y , tbe a u t b o r strove to present a n d make use of tbe most i m p o r t a n l , yct similarly b u t initial results acbiexed b y foreign research, i n the first place the many-sided examination method of tbc H a r v a r d University.
N a t u r a l l y , under I l u n g a r i a n conditions, oxving botli to theoretical a n d , t a k i n g t h e linguistic characterof tlre problem i n t o consideration, to practical respects, investigations h a d to be started o n a nexv hasis. Tbe experiment yielded positive results as regards preliminary acquisition of information i m p o r t a n t in tbe instruction process, and can serve as a basis for further research.
Zoltán t'álfíu
T H E D E Y E L O P M E N T O F T H E " T E C l l N I C A L " C O N T E N T O F S T E R E O S C O P f C V J S J O N
Founded on originál surveys, tbc .nithor examines tbe development of perception of form a n d space of " t c c h n i c a l " character 111 7—15 years old cbildren, as xvell as of their a b i l i t y to re- present, combine and construct. H e has delermined a n d deseribed the following pbases of onto- genesis:
I'ha.se 0 (zero) (6—7 years of age): Tbe examined person draxvs one or txvo characteristic viexvs (sidcs, surfaces) of the simple regulái1 objects, xvithout c o m b i n i n g tbe viexvs.
Phase Z (7—10 years of age): Begins the combination of tbe x'iexxs, of tbe a d j o i n i n g elements of the simple regular o b j e d s in the draxxings, i. e., a (primitixe) draxxn transposition of the three dimensions.
Phase 2 (7—11 years of age): Tbe image of tbe adjoining elements of angular solids are com- bined roughly corresponding to tbe real joinings — xvithout a consistent representation of the parallefs tending toxvard tbe d e p l b of space as sucli.
Phase 3 (7—14 years of age): The examined persons represent the parallel edges of regular solids r o u g h i y corresponding to tbe directinn of their extension in tbe tliird dimension — xxithout a consistent regard to linear pcrspeclive.
Phase 4 (10—14 years of age): The examined person transposes, xvith more or less success, the optical picture of angular solides exposed in nalure, i n t o co-ordinaled Monge's projections arid, t a k i n g i n t o account tbe stnictnral connections in space, transposes pictures of solids of rotalion truncated (e. g. cut in txvo) in the projections, into tbe draxxing.
Phase 3 (11—15 years of age): The examined person transposes the i m a g i n a r y picture of t h e realobject (e. g. of cvlinders) freely transformed (e. g. truncated), xvith more or less success i n t o an (axonometric or perspective) draxxing and Monge's projections. Hoxvever, from a m o n g the freely variable positions in spacc of the circular surface, he correctly draxvs b u t the projections of those parallel xxitb and/or perpcndicular to tbe pláne of projection.
Phase 6 (11—15 years of age): I n his sketches draxvn from nature, tbe examined person re- presents tbc viexv more őrless adequalely complying xvith tbe structural connections a n d picturnl representation (light, shadoxv, tone, etc.). H e successfully transposes tbe oblique spatial positions to Monge's projections and perspective drawing.
F o u n d e d on tbe results of tbe examination, tbe a u t b o r inakes several suggestions for tbe introduction of procedures and methods suitable to increase tbe effectivitv of learning and teacliing, as xvell as tbe independent a c t i v i t y of tbe pupils, further for completing tbe curriculum and for further experimentál xvork.
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