Table Of ContentEDUCATIONAL PSYCHOLOGY
An International Journal of Experimental Educational Psychology
Contents of Volume 16, 1996
JOINT EDITORS
Dr Richard Riding
School of Education, University of Birmingham
Professor Kevin Wheldall
Macquarie University Special Education Centre, Macquarie University, Sydney
EDITORIAL BOARD
Professor Neville Bennett, School of Education, University of Exeter
Professor Michael Beveridge, School of Education, University of Bristol
Professor Geoffrey Brown, School of Education, University of East Anglia
Professor Ann M. Clark, Department of Educational Studies, University of Hull
Professor Chris Cullen, Psychology Department, Keele University
Professor Cynthia Deutsch, School of Education, New York University
Professor David Fontana, Department of Education, University College Cardiff
Professor Ted Glynn, Department of Education, University of Otago
Professor Reg Marsh, Department of Education, Victoria University of Wellington
Professor Peter Mittler, Department of Education, University of Manchester
Dr Sohan Modgil, Faculty of Education, Brighton Polytechnic
Professor John Richardson, Department of Human Sciences, Brunel University
Professor Graham Upton, School of Education, University of Birmingham
Professor James Ward, School of Education, Macquarie University
Professor William Yule, Department of Psychology, Institute of Psychiatry, London
Sub-Editor: Dr Frank Merrett, School of Education, University of Birmingham
Administrative Assistant: Patricia Riding
This quarterly journal provides an international forum for the discussiokn and rapid dissemination of
research findings in psychology relevant to education. The journal places particular emphasis on the
publishing of papers reporting applied research based on experimental and behavioural studies. Reviews
of relevant areas of literature also appear from time to time. The aim of the journal is to be a primary
source for articles dealing with the psycholological aspects of education ranging from pre-school to
tertiary provision and the education of children with special needs. The prompt publication of high-
quality articles is the journal’s first priority. All contributions are submitted ‘blind’ to at least two
independent referees before acceptance for publication. The journal is indexed/abstracted in the follow-
ing periodicals: International Bibliography of Periodical Literature; International Bibliography of Book Reviews.
Editorial correspondence, including manuscripts for submission and books for review, should be
addressed to either of the Joint Editors of Educational Psychology: Dr Richard Riding, School of
Education, University of Birmingham, P.O. Box 363, Birmingham B15 2TT, United Kingdom, or
Professor Kevin Wheldall, Macquarie University Special Education Centre, Macquarie University,
Sydney, NSW 21009, Australia. Details concerning the preparation and submission of articles can be
found on the inside back cover of each issue.
Business correspondence, including orefers and remittances relating to subscriptions, back numbers,
offprints an advertisements, should be addressed to the publisher: Carfax Publishing Company, P.O. Box
25, Abingdon, Oxfordshire OX14 3UE, United Kingdom
The journal is published quarterly, in March, June, September and December. Those four issues consti-
tute one volume. An annual title-page and contents is bound in the December issue. ISSN 0144-3410.
ISSN 0144-3410
1996 Carfax Publishing Ltd
Contents of Volume 16
Volume 16 Number 1 1996
David Messer, Sarah Norgate, Richard Foiner, Karen Littleton & Paul Light.
Development Without Learning?
Ken Tyler. Systems Thinking and Ecosystemic Psychology
Markku Verkasalo, Pauliina Tuomivaara & Marjaana Lindeman. 15-year-old
Pupils’ and their Teachers’ Values, and their Beliefs about the Values of an
ideal Pupil
Reda Abouserie. Stress, Coping Strategies and Job Satsfaction in University
Academic Staff
Paul C. Burnett. Childrens’ Self-talk and Significant Others’ Positive and Nega-
tive Statement
Malka Margalit & Meira Efrati. Loneliness, Coherence and Companionship
among Children with Learning Disorders
Richard 7. Riding & Geoffrey Read. Cognitive Style and Pupil Learning Prefer-
ences.
Book Reviews
Books Received
Volume 16 Number 2 1996
Special Issue
Contemporary Educational Psychology and Special Education
Edited by Kevin Wheldall & Mark Carter
Editorial
James Ward. In Memoriam: Professor Lea Pearson
EDITORIAL ARTICLE
Kevin Wheldall & Mark Carter. Reconstructing Behaviour Analysis in
Education: a revised behavioural interactionist perspective for special
education
David F. Leach & Roger Tan. The Effects of Sending Positive and Negative
Letters to Parents on the Classroom Behaviour of Secondary School
Students
Mark Carter & Coral R. Kemp. Strategies for Task Analysis in Special Education
Deborah A. M. Widdowson, Robyn S. Dixon & Dennis W. Moore. The Effects of
Teacher Modelling of Silent Reading on Students’ Engagement During
Sustained Silent Reading
Sandra Bochner, Yola Center, Chris Chapparo & Michelle Donelly. Implementing
Conductive Education in Australia: a question of programme trans-
plantation
Frank Merrett & Susan Thorpe. How Important Is the Praise Element in the
Pause, Prompt and Praise Tutoring Procedures for Older Low-progress
Readers?
James Ward & Léick Le Déan. Student Teachers’ Attitudes Towards Special
Education Provision
Volume 16 Number 3 1996
¥. B. Thomas. The Beginnings of Educational Psychology in the Universities of
England and Wales
Maureen V. Cox & Matt Lambon Ralph. Young Children’s Ability to Adapt their
Drawings of the Human Figure
R. A. Cains & C. R. Brown. Newly Qualified Primary Teachers: a comparative
analysis of perceptions held by B.Ed. and PGCE trained teachers of their
training routes
Farideh Sali. Achievement Motivation: a cross-cultural comparison of British
and Chinese students
D. F. Messer, M. H. Mohamedali & B.(C.) Fletcher. Using Computers to Help
Pupils Tell the Time, is Feedback Necessary?
Suzanne G. Mouton, Jacqueline Hawkins, Robert H. McPherson & Fuanita Copley.
School Attachment: perspectives of low-attached high school students
Frangois Cury, Stuart Biddle, Jean-Pierre Famose, Marios Goudas, Philippe Sar-
razin & Marc Durand. Personal and Situational Factors Influencing Intrin-
sic Interest of Adolescent Girls in School Physical Education: a structural
equation modelling analysis
Negat-Ying Wong, Wen-Ying Lin & David Watkins. Cross-cultural Validation of
Models of Approaches to Learning: an application of confirmatory factor
analysis
INSTRUMENTAL NOTE
Linda Rowland, Anthony G. Munton & Ann Mooney. Can Quality of Family Day
Care Provision in England Be Assessed Accurately Using the Family Day
Care Rating Scale? A report on reliability
Book Reviews
Books Received
Volume 16, Number, 1996
Kjell Granstrém. Private Communication Between Students in the Classroom in
relation to Different Classroom Features
David Warden, Donald Christie, Claire Kerr & Fenny Low. Children’s Prosocial
and Antisocial Behaviour, as Perceived by Children, Parents and Teachers
Salim Abu-Rabia. Are We Tolerant Enough to Read Each Other’s Culture?
Evidence From Three Different Social Contexts
Juergen Gnoth & Biljana Furic. Students’ Motivation to Study Introductory
Marketing
Richard Cowan & Margaret Renton. Do They Know What They Are Doing?
Children’s Use of Economical Addition Strategies and Knowledge of
Commutativity
Eng Leong Lim, Robyn S. Dixon & Dennis W. Moore. Worked Examples Versus
Non-goal-specific Problems: a test of schema development in geometry
Maureen V. Cox & Samantha Cotgreave. The Human Figure Drawings of
Normal Children and Those with Mild Learning Difficulties
RESEARCH NOTES
Michael F. Boulton. Bullying in Mixed Sex Groups of Children
Stephen Rayner & Richard Riding. Cognitive Style and School Refusal
INSTRUMENTAL NOTE
Tock Keng Lim. A Cross-validated Study of the Factorial Structure Underlying
Intelligence Tests and Piagetian Formal Operational Tests
Book Review
Books Received
