Browsing by Author "Moerdyk, Alwyn Paul."

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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.
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.
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.