A comparison of obtained and adjusted mental age scores on the Stanford-Binet

Twenty-five white children in the bright normal range of intelligence were administered both the Stanford-Binet Intelligence Scale and the Wechsler Intelligence Scale for Children-Revised (WISC-R). The mean values for the normally obtained mental age (MA) and adjusted MA were then compared to the mean WISC-R test age (TA). The normally obtained Stanford-Binet MA and the WISC-R TA values were nearly identical. However, the adjusted values for the Stanford-Binet MA were found to be significantly lower (p<.05) than the WISC-R TA. The findings failed to support the common practice of computing an adjusted MA score.     

The Stanford-Binet mental age and the WISC-R test age: A comparison study

The Stanford-Binet and WISC-R were administered to 100 students (CA—6 to 15 years) to determine the comparability of the age equivalent scores obtained from each test. The limited range of test age (TA) values in the WISC-R Manual required the use of extrapolated values for some subjects. The results indicated that, for subjects whose WISC-R scores fell within the TA table, the Binet MAs and WISC-R TAs were comparable (p>.05). However, when the use of extrapolated TAs was required, the scores were not comparable (p<.05). Implications for test age and mental age equivalency were discussed.     

Using dissertation projects to facilitate transitions to university and employment: an exploratory case study

The transition between school or college and higher education can be a challenging time for a student. Schools, colleges and universities work together in a number of ways in order to try and ease this process. However, many students still find their first-year experience difficult to adjust to, which can impact on their own development and achievement. This article documents critical reflections on a case study of a teaching, learning and research partnership currently being undertaken between a secondary school where students are taught AS and A Level psychology and a department of psychology in a post-1992 university in England. Drawing upon a social constructivist framework together with Healey’s model of the link between research and teaching, the aims of this study were to explore how undergraduate dissertation students can work with AS and A Level students on their dissertation projects. The study showed that the AS and A Level students found it an enjoyable practical experience, which they felt enhanced their understanding of university studies. The dissertation students found that the experience might be useful for postgraduate studies and future employment. This article highlights the benefits of the process but also the challenges for those involved, particularly if it was to be conducted on a larger scale.     

Confusion about collusion: working together and academic integrity

An increasing emphasis on developing students' transferable skills, such as group working and IT, is creating challenges in ensuring the academic integrity of individually assessed coursework. This study investigated the frequency with which students engaged in a range of study behaviours for individual assignments, with a focus on the extent to which they exchanged information or worked in informal study groups. Over 1000 responses were gathered from students at pre‐ and post‐92 universities engaged in either business or psychology degrees. Four behavioural factors emerged from the data: trust, cooperation, use of IT and conscientious practices. Results indicated that students engage in practices relying on trust and cooperation less often than other practices, implying a concern with avoiding issues of academic misconduct. This was supported by focus group discussions where students described their strategies for working together whilst ensuring the quality and integrity of their own work. Comparisons between academic disciplines revealed that business students were more likely to engage in sharing and group‐work behaviours than psychology students, as were students at the post‐92 university. Comparisons between years found no significant differences. Recommendations are made for improving student understanding of collusion whilst still encouraging the development of skills important to employability.     

Somewhere to Run to,Nowhere to Hide

Stephen Rhind-Tutt of Alexander Street Press described his perspective on historical trends in the information industries, particularly publishing, and extrapolates them to the future. The presentation begins with an examination of the current challenges facing the information industries. This is followed by a definition of technology forecasting and its application to the information industries, showing how the Internet lends itself to particular types of development and the wants and needs of information customers drive change. The likely direction of such change in the information industry is outlined. Members of the industry must choose to embrace and evolve with these changes in order to remain relevant.