Masters Degrees (Psychology)

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The progressive matrices intelligence test applied to three racial groups in Cape Town.
(1946) Goldstein, Mildred Joy.; Goldstein, Mildred Joy.
No abstract available.
Some psychological concepts of urban Africans.
(1962) Bloom, Leonard.
Abstract not available.
An investigation into the performance of a group of Durban Indian school children on the Wechsler intelligence scale for children.
(1970) Schuhmann, Patricia Ann.
Interest in this research was stimulated as a result of analysing performance of a group of Durban Indian school children, referred to the Durban Child Guidance Clinic as possible cases for remedial education, on A.E. Maxwell's abbreviated form of the Wechsler Intelligence Scale for Children (WISC). The research describes results of applying the full WISC to a carefully selected group of 72 Durban Indian school children in upper junior school levels, and its aims, besides general description of the results of the group and of subgroups, were to investigate Verbal and Performance scale results of the group more fully and to determine whether the abbreviated WISC in question possessed satisfactory validity for the group tested. The experimental group was found to perform significantly better on the Verbal than on the Performance scale of the WISC, in agreement with results of analysing abbreviated WISC profiles of the Durban Clinic sample, and also in agreement with results of research in which modified Wechsler tests had been applied to youngsters in India. Relative to Performance ability, Verbal ability appeared a more integrated dimension of intellect for the present Indian group. Possible reasons for the WISC pattern obtained were sought within the literature and it was felt that the result could be ascribed largely to cultural background factors. Evidence also suggested the applicability of the WISC to the sample studied, and it was felt to be a suitable scale for the measurement of Indian intelligence, at least in the interim before an individual scale standardised for South African Indian children is devised. Abbreviated WISC results of the group, derived by means of Maxwell's method, were examined, and there was reason to believe that as far as validity was concerned, there was room for improvement. Alternative abbreviated forms of the WISC, with possible usefulness for Indian children of similar background to the present-sample, were accordingly suggested for further research.
The complexity of cognitive structure in relation to scholastic achievement.
(1973) Moerdyk, Alwyn Paul.; Murray, C. O.
This study is concerned with patterns of information search and utilisation, and the effect these have on the areas of academic interest and the level of achievement within these areas as a result a fit between the individual and his environment. In particular, the study deals with the scholar's level of cognitive complexity as described by Harvey, Hunt and Schroder (1961) and the effect such complexity level has upon subject preference in the final school year and whether this in turn effects the level of competence and achievement of the pupil. It will be argued that individual differences in cognitive style or information processing strategies act as moderator variables, resulting in a preference for and relative success in some rather than other domains of intellectual activity. A distinction is drawn between styles that encourage the consideration of a fairly wide range of variables, and those that favour a more restricted range in any given situation. Furthermore, it is argued that the natural sciences, in nature and educational aims, favour individuals with restricted styles, while the arts and humanities favour the "broader" cognitive styles. A link is drawn between these styles and the complexity of the individual's cognitive structure, and the hypothesis is tested that a preference for and success in the arts as against the sciences is a function of an increase in complexity. Results in support of the hypothesis is presented and implications of the findings are discussed.
An examination of some religious concepts of urban Indian school children.
(1975) Tilak, Mahadew.; Bhana, K.
No abstract available.
An ethological study of the exploratory and play behaviour of pre-school children.
(1977) Kvalsvig, Jane Dene.; Lucas, John.
The behaviour of a group of nursery school children with respect to a novel object in a familiar playground was recorded on videotape and film. Recording sessions of half an hour's duration took place on 5 consecutive days. The behaviour was analysed according to receptor-contact patterns, and recurring patterns of behaviour derived from McGrew's (1972) list of social behaviour patterns. Evidence is discussed to support the hypothesis that group exploratory behaviour contained elements of wariness and competition as well as a general trend from specific to diversive exploration (Berlyne 1960). Sex differences in exploratory behaviour are discussed as well as the proposition that boys are generally more suited to an active exploratory role whereas girls tend to perform a communicative role.
The development of communicative competence : the ontogenesis of joint co-ordinated interaction between mother and infant.
(1977) Krige, Penelope Disa.; Albino, Ronald C.
An analysis of mother-infant interaction during the preverbal period has revealed the importance of gaze in establishing the phatic channel and in the development of an intersubjectivity between them. Before the infant starts speaking there are behavioural indices of intersubjectivity - this enables complex tasks to be jointly accomplished. Seven stages in the ontogenesis of joint co-ordinated activity have been identified. It is argued that there is a continuity of function between these preverbal communicative actions and later verbal behaviour. The two theories providing the theoretical basis for this research are Speech Act Theory (Searle 1969) and Piaget's (1953, 1970) theory of cognitive development. Some modification of these theories has been necessary.
Psychological maturity as a moderator variable in academic achievement / implications for counselling.
(1977) Scherer, Elfrieda Aletta.; Moerdyk, Alwyn Paul.
The problem investigated is the contribution of non-intellectual factors, in particular the level of psychosocial maturity, to the academic achievement of the high school pupil. It has generally been shown that Intelligence and Achievement correlate. (Robbertse 1968; Moerdyk 1973). However, according to Ausubel (1968) this correlation is only moderate and he suggests that this can be attributed to the influence of other variables, such as personality traits, adjustment and interests. Robbertse (1968) has stated that Intelligence alone is not a good predictor of school achievement for all pupils, that personality is an integral part of an individual's psychological make-up and it is, therefore, imperative to look at its contribution to the prediction of achievement. Eysenck (1969) and Cattell (1966) have found low but significant correlations between various personality scales and achievement. Verhage (1977) mentioned that relatively little research has been done in South Africa to determine the relationship between non-academic factors, such as personality characteristics, and academic achievement. Psychosocial maturity as conceived in this thesis is the outcome of the process of personality development with the emphasis on the person as a healthy individual in his interaction with society. A multiple correlation technique is used to relate academic results, intelligence scores and psychosocial maturity in an attempt to improve the prediction of achievement from Intelligence by using maturity scores. Results that are generally supporting of the hypothesis are presented, and factors that emerge and their implications are discussed. The characteristics of the maturity scale as found in a South African sample are also discussed.
The relevance of mothers' speech in communication with the pre-verbal child.
(1977) Hoar, Richard N. M.; Albino, Ronald C.
In this research project, the speech which four mothers used to address their language-learning infants was examined. Part 1. A Descriptive analysis of mother's speech to infants led to the conclusion that this speech is both simple and redundant in nature, as measured by the language classification tools used. However, the four mothers used in this study differed from each other, in their speech to their infants. Part 11. A Trend analysis of measures of mother's speech to infants was used, to note how this speech changed over time. Little change was observed within each mother's speech to her infant, over the following periods of time: Oliver's and Julie's mothers, 24 weeks (each), Sarah's mother, 42 weeks and Kerryn's mother, 56 weeks. Part 111. A Functional analysis of mother's speech to infants suggests that speech varies in function as the child develops. This is particularly seen in the inclusion of the world about the child by the mother in her speech. The content of the mother's messages also varies over time. Finally an example of trends in 'conversation between mothers and their infants is presented as another useful approach.
Personality correlates to performance under stress in simulated chemical plant emergencies.
(1977) Lehmann, Hans Peter.; Ramsey, A.
When a fault develops in a chemical plant process, the plant operator must identify the fault rapidly and take immediate corrective action. The interaction of process factors varies from fairly to highly complex (in extreme cases, this interaction is not yet fully understood even by chemical engineers) and consequences of faults can occur in chainreactions. The operators task is to control all process parameters until the plant is brought back to normal conditions. Doing this, he is fully aware of the fact, that the consequences of wrong corrective action or failure to bring the plant under control can be grave in economic terms, extremely serious (lethal) in terms of the operator's hazards and potentially catastrophic. Thus a considerable amount of stress can be built up, which is potentially interfering with the "cool" required to succeed in overcoming the emergency as quickly and efficiently as possible. This project attempts to explore presumed correlations between personality factors and performance under stress. Where such correlations exist in significant manifestation, their rank of magnitude was established and their predictive value investigated.
Brief visual memory processes in reading disabled children.
(1980) Loubser, Noleen Dianna.; Murray, C. O.; Sharratt, Pamela Arlette.
The information processing approach was used as a basis for studying some brief visual memory processes in reading disabled children. Three aspects of processing were examined, viz. (i) Duration of icon persistence; (ii) Performance under different backward masking conditions; and (iii) Processing of information into a more durable short-term visual memory store. It was found that there were no differences in the duration of icon persistence in reading disabled children, but that these children exhibited marked impairment in performance in the tasks used in the latter two experiments. The reasons for the reading disabled children's poorer performance in these tasks were not apparent. Speculations about the strategies used by these children in approaching the tasks are made. Possible implications and directions for future research are discussed.
An investigation into the classification abilities of South African Indian children.
(1980) Ramkissoon, Rusthum Davrajh.; Bhana, K.
No abstract available.
The construction of a group test of cognitive processes for use in education.
(1980) Bromley, Douglas Vivian.; Moerdyk, Alwyn Paul.
While there is increasing emphasis in education on the learning of intellectual processes, relatively little attention has been given to the rigorous assessment of these processes. An attempt was made to construct a group test which measured both specific processes of thinking as well as the general level of thinking attained at adolescence. Test Hems were modelled on Piagetian tasks as described by Elkind (1961b), Lawson and Renner (1974) and Shayer et a1. (1976). The test as a whole was considered to have acceptable face and content validity." Most items, as well as the test as a whole, showed low, but acceptable construct · validity for a research instrument. The reliability of the test in its present form was unacceptably low. Further development of the test is discussed as well as the implications which were raised for education.
An investigation of the relationships between certain demographic and personality variables and death anxiety in Indian youth.
(1980) Mahabeer, Manorunjunie.
No abstract available.
Locus of control and schizophrenic adjustment : a dimensional analysis.
(1980) Beck, Howard A.; Strydom, J.
The literature indicates that: (i) locus of control is a multi-factorial construct; and (ii) psychological maladjustment is associated with a generalised perception that reinforcements are not personally controlled. Little is known regarding the importance of the identified factors to psychopathology. The relationship between locus of control and adjustment is empirically well established but void of theoretical basis. The present study proposes a bridge between locus of control and Seligman's theory of learned helplessness . Forty hospitalised psychiatric patients (diagnosed schizophrenic) and forty persons chosen randomly from a voter's roll ("normals") were administered tests of locus of control; namely, the Internal-External scale (Rotter, 1966). The Internal,Powerful Others and Chance Scale (Levenson, 1972) and the Interpersonal Trust Scale (Rotter, 1967). The Psychotic Reaction Profile (Lorr, O'Connor and Stafford, 1960), a behavioural questionnaire, was completed for each patient. The results suggest that a multidimensional analysis does not add substantially to an understanding of the relationship between locus of control and psychological adjustment. It is however arguable that the study casts doubt on the utility of existing measures rather than the dimensions as such. Support was provided for the hypothesis linking locus of control to behavioural symptoms of learned helplessness.
The attribution of intention to the behaviour of infants and young children, by naive observers.
(1982) Davidson, Jennifer Ann.; Ronald, A.
This thesis addresses itself to the problem of observing, interpreting and explaining ongoing behaviour in the natural environment. It maintains that the ,intention of the actor is the primary characteristic of behaviour and is concerned with how observers attribute intentions to the actions of others. Naive observers were asked to segment the behaviour of infants exhibited to them on a video tape and having done so to describe that behaviour in their own terms. The behaviour sequences selected for observation were relatively "simple",i.e. the behaviour of infants and young children, in order to gain some possible guidelines for a study of more "complex" adult behaviour. The sequences were interpreted on two levels, at the perceptual level and at the level of meaning. It was assumed that by instructing subjects to divide the observed behaviour into perceived segments and subsequently to describe those segments, that some guidelines as to how to proceed with a study of action would emerge. The findings suggest that "naive observers do identify meaningful segments in the ongoing stream of behaviour but that inter-observer agreement about the precise timing of the changes was not high, a finding which differs from studies on adult behaviour. Attributed meanings were also individual, suggesting that the actions observed are not tied specifically to the physical movements of the child but are subject to a range of meaning depending on the observer's individual interpretation. General trends in meaning were, however, observed for the children of different ages. These trends were identified by categorizing the attributions into "functional" categories, developed from a study of early utterances and are assumed to be continuous with later "uses" that language serves.
Childrens' justification of preference for other childrens' drawings.
(1983) Roche, Steven Mark.; Krige, Penelope Disa.; Sharratt, Pamela Arlette.
The present study sought to establish the justifications of preference offered by children when evaluating other children's drawings. The sample consisted of seventy children, divided into seven age groups, of 6 to 12 years, having ten subjects in each, with five females and five males. The five stimulus drawings were selected according to specified criteria, and had not been produced by any of the sample. The paired comparisons method was used for presentation, a content analysis undertaken on the transcript of the subjects tape-recorded verbal justifications, and appropriate analysis of variance and significance tests undertaken on this data. Findings show: (i) there to be predominant categories of response - subject matter and colour, with the subject matter taking precedence over colour and usually provocative of identification therewith (ii) that children had distinct preferences for certain pictures (iii) the age and sex of the child to have an influence upon both criteria of preference (for categories of preference age significant at 0,01 level, sex at 0,05), and the frequency of choice of particular drawings (for drawing choice age significant at 0,01 level, sex at 0,05). The study also presents an extensive review of the literature in the area and of the Clinical Method (Piaget 1973) as appropriate to the present study.
An Investigation into the use of information-gathering strategies in the acquisition of language.
(1984) Flint-Taylor, Jill Verena.; Sharratt, Pamela Arlette.
It is proposed that young children who already have some degree of linguistic ability will use various verbal information-gathering strategies to enhance that ability. Specifically, it is suggested that such children formulate hypotheses about the meanings of words and that they use language in various ways to elicit feedback from others as to the accuracy of these hypotheses. A selective review of the literature on cognitive and language development provided a theoretical framework within which to pose this problem and from which guidelines for data analysis could be drawn. The aim of the study was to identify the use of various verbal information-gathering strategies in individual children. This was done by recording sequences of interactions involving individual children and various others and then examining the transcripts of these recordings for regularities which suggested the use of such strategies. Verbal information-gathering strategies were thus initially identified by noting regularities amongst those interactions where a child appeared to be seeking information about language. Four such strategies were found to be used by all three children who participated in the study. Other strategies were found to be specific to one individual or to two of the children who were siblings. Once these strategies were identified, the data was analyzed for individual instances of each strategy. Discussion of the use of these strategies includes consideration of the role of questions, selective imitation, naming or stating and metaphor in language development. The relationships among concept formation, memory and language development are also briefly explored. Further support for the view of the young child as testing hypotheses about word meanings came from the observation that two of the children showed a definite preoccupation with the meanings of certain words on various occasions throughout the study. While the findings of the study show that these three children did use various verbal information gathering strategies, it remains to be shown how important such strategies are for language development and what roles may be played by different strategies.
Learning and development : an investigation of a neo-Piagetian theory of cognitive growth.
(1985) Campbell, Catherine Magda.; Miller, Ronald.
Within the framework of Pascual-Leone's Theory of Constructive Operators (TCO), 252 Zulu-speaking children in the 7-8 , 9-10 and 11-12 age-groups were tested four times on the FIT RAC 794, a measure of mental capacity or !i-power. Two hypotheses were investigated: (i) A "local" hypothesis (related to the fact that many black South African schoolchildren appear to struggle at school) was that 'all children have the same A-power. Performance differences are explained in terms of different learning experiences, which give rise to different repertoires of executive structures responsible for allocating M-power. It was predicted that on Trial 1 of the FIT children would underperform, but that with repeated exposure to the task they would develop the executives necessary for success. (ii) A "general" hypothesis sought to test the TCO's theoretical prediction that there is an age-linked developmental ceiling on performance, and that in spite of over-learning children will not perform beyond their age -determined M-power. As predicted the children underperformed on Trial 1. They reached criterion on Tri a1 2 and then overperformed on Tri a1 3 where performance reached a ceiling with no further significant improvement on Trial 4. The fact that chiIdren achieved scores above those predicted by the TCO on Trials 3 and 4 was explained in terms of non-M facilitating factors, developed as the result of over-exposure to the test.
An interview study of black South African children's knowledge about memory.
(1985) Van den Heuvel, Elizabeth Bridget.; Sharratt, Pamela Arlette.
Abstract available in PDF.

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