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doi: 10.1080/00050067008259864pmid: N/A
AbstractPsychological testing was introduced in the RAAF to meet the demands of a war-time situation. Tests were validated against success in training and cutoff levels for the various entry categories were determined.The tests were subsequently modified for use in the Permanent Air Force and special batteries were introduced for aircrew and officer candidates. Attention has also been given to the development of techniques for the assessment of efficiency.A close functional inter-relationship between selection and training has been demonstrated. Computer analysis has been introduced, and it is anticipated that in the future a high proportion of research effort will be directed towards an analysis of training.
doi: 10.1080/00050067008259865pmid: N/A
AbstractIn the class-room, the teacher has two roles, to teach academic content and to teach therapeutically. It is not a question of whether or not the teacher should engage in psychotherapy. He cannot avoid some relationship with it. Aspects of the relationship are documented. Limitations upon this aspect of the teacher's role are considered. His advantages include the availability of certain knowledge and techniques from various therapeutic approaches, and certain diagnostic and treatment factors. The teacher is seen in a unique position where, with adequate training, he can make valuable contributions to psychotherapy and mental health in the community.
doi: 10.1080/00050067008259867pmid: N/A
AbstractA questionnaire was administered to first year students to obtain their opinions on the teaching effectiveness of their instructors and the courses involved in introductory psychology. For two of the three instructors there was evidence that ratings of teaching effectiveness and value of course were more favourable the more the instructor was perceived as emphasizing general principles and critical and creative thinking as opposed to specific factual information. Various attributes of instruction (e.g., use of class time, stimulation of interest, organization of class procedure, enthusiasm for subject matter) predicted positively to teaching effectiveness and value of course for all three instructors as expected. The more an instructor and his course were evaluated favourably by students the more likely it was that they performed well on his essay questions at the end of the year (p < .05). This relationship was very weak, however, and for the most part relationships involving teaching effectiveness and value of course with final examination performance (objective test, essay examination) were insignificant. Discussion focused upon the use of questionnaires to obtain feedback about courses and teaching, and their use as a research tool to help answer wider educational questions.
doi: 10.1080/00050067008259868pmid: N/A
AbstractAgainst a background of Helson's (1964) Adaptation Level Theory, a formula was derived for predicting Adaptation Level (AL) when subjects judged a series of weights which they assumed were those of individuals of their same age and sex. Subjects were 175 males, the records of 164—of mean age 19.4 years—being able to be used. In the derived formula to predict AL, the series weights were given twice the weighting of the subjects’ own weights. No additive constant was necessary to obtain a satisfactory prediction of AL.
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