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Originally published in 1953 this book provided the first
comprehensive account of methods of personality assessment by a
British author. It starts with a short survey of personality
theory, pointing out the difficulties in any method of testing or
assessment. Next it describes the weaknesses of the common
interview method. (Throughout the emphasis is on methods which are
usable in educational or vocational guidance and selection, not on
methods which are mainly of scientific interest.) Thereafter it
takes up each main type of technique - tests based on physique or
psychological measures, on expressive movement such as gestures and
handwriting, tests of behaviour (including War Office Selection
Board 'house party' methods), ratings and rating scales,
questionnaires, and so-called projective techniques. The evidence
for or against each test or method is surveyed and numerous
references provided for relevant literature. Illustrative excerpts
are given of many of the more promising tests, and some pictorial
illustrations. British work in this field at the time is covered
completely, and an attempt is made to provide a fair summary of the
main contributions of American and other psychologists of the day.
Originally published in 1969, Intelligence and Cultural Environment
looks at the concept of intelligence and the factors influencing
the mental development of children, including health and nutrition,
as well as child-rearing practices. It goes on to discuss the
application of intelligence tests in non-Western countries and
includes both British and cross-cultural studies to illustrate
this. Inevitably a product of the time in which it was written,
this book nonetheless makes a valuable contribution to intelligence
theory as we know it today.
Originally published in 1964, the aim of this book was to analyse
the psychological processes involved in understanding personality,
and to consider how the psychologist could help in making more
accurate assessments. Professor Vernon discusses in detail the
scientific status of psychoanalytic and other 'depth' theories of
motivation, the value of different types of psychotherapeutic
treatment and counselling, the influence of upbringing on the
development of personality, and the effectiveness of projective
techniques. He also examines the reasons for the highly variable
results obtained with personality tests and questionnaires. As well
as providing a balanced review of theories of personality and of
various types of test, this work made a fresh contribution to
developing improved techniques of assessment.
First published in 1950, this revised edition of The Structure of
Human Abilities was published in 1961, but remained largely
unchanged from the original save for an additional supplement on
the developments in factorial work on human abilities from
1950-1959. Much research had been carried out during the years
leading up to publication, in England and America, into mental
abilities; and modern methods of statistical treatment, especially
factor analysis, had been increasingly used. It was felt that the
mass of diverse material was apt to confuse the student of
psychology of the time, especially as the results of such research
were often apparently conflicting. Professor Vernon, one of the
leading experts in this branch of psychology, sifted the material
and attempted to provide a consistent picture of our mental
structure.
First published in 1950, this revised edition of The Structure of
Human Abilities was published in 1961, but remained largely
unchanged from the original save for an additional supplement on
the developments in factorial work on human abilities from
1950-1959. Much research had been carried out during the years
leading up to publication, in England and America, into mental
abilities; and modern methods of statistical treatment, especially
factor analysis, had been increasingly used. It was felt that the
mass of diverse material was apt to confuse the student of
psychology of the time, especially as the results of such research
were often apparently conflicting. Professor Vernon, one of the
leading experts in this branch of psychology, sifted the material
and attempted to provide a consistent picture of our mental
structure.
Originally published in 1977, this book looks at the problem of
educating highly intelligent and gifted children, which it felt was
of paramount importance to modern society. In the 1970s education
increasingly focused on average pupils, and often made excellent
provision for handicapped children, the authors felt it all the
more important for teachers, parents and educationalists generally
to be made aware of the special needs of the bright and talented,
and how they could best be catered for. In this book Professor
Vernon and his two co-authors discuss the provision of special
facilities for the education of these children at the time,
particularly with reference to the UK and Canada. The serious
losses to society when the gifted and specially talented are
ignored or repressed are pointed out and the merits and
difficulties of alternative schemes are underlined. Detailed
consideration is given to the psychological origins and nature of
intelligence (both genetic and environmental) and of creativity and
special talents (artistic and scientific), and also to available
tests and other techniques for identifying exceptionally able
children. The book was particularly intended to help teachers and
educational administrators of the time, together with the parents
of very bright children.
Originally published in 1977, this book looks at the problem of
educating highly intelligent and gifted children, which it felt was
of paramount importance to modern society. In the 1970s education
increasingly focused on average pupils, and often made excellent
provision for handicapped children, the authors felt it all the
more important for teachers, parents and educationalists generally
to be made aware of the special needs of the bright and talented,
and how they could best be catered for. In this book Professor
Vernon and his two co-authors discuss the provision of special
facilities for the education of these children at the time,
particularly with reference to the UK and Canada. The serious
losses to society when the gifted and specially talented are
ignored or repressed are pointed out and the merits and
difficulties of alternative schemes are underlined. Detailed
consideration is given to the psychological origins and nature of
intelligence (both genetic and environmental) and of creativity and
special talents (artistic and scientific), and also to available
tests and other techniques for identifying exceptionally able
children. The book was particularly intended to help teachers and
educational administrators of the time, together with the parents
of very bright children.
Originally published in 1969, Intelligence and Cultural Environment
looks at the concept of intelligence and the factors influencing
the mental development of children, including health and nutrition,
as well as child-rearing practices. It goes on to discuss the
application of intelligence tests in non-Western countries and
includes both British and cross-cultural studies to illustrate
this. Inevitably a product of the time in which it was written,
this book nonetheless makes a valuable contribution to intelligence
theory as we know it today.
Originally published in 1964, the aim of this book was to analyse
the psychological processes involved in understanding personality,
and to consider how the psychologist could help in making more
accurate assessments. Professor Vernon discusses in detail the
scientific status of psychoanalytic and other 'depth' theories of
motivation, the value of different types of psychotherapeutic
treatment and counselling, the influence of upbringing on the
development of personality, and the effectiveness of projective
techniques. He also examines the reasons for the highly variable
results obtained with personality tests and questionnaires. As well
as providing a balanced review of theories of personality and of
various types of test, this work made a fresh contribution to
developing improved techniques of assessment.
Originally published in 1953 this book provided the first
comprehensive account of methods of personality assessment by a
British author. It starts with a short survey of personality
theory, pointing out the difficulties in any method of testing or
assessment. Next it describes the weaknesses of the common
interview method. (Throughout the emphasis is on methods which are
usable in educational or vocational guidance and selection, not on
methods which are mainly of scientific interest.) Thereafter it
takes up each main type of technique - tests based on physique or
psychological measures, on expressive movement such as gestures and
handwriting, tests of behaviour (including War Office Selection
Board 'house party' methods), ratings and rating scales,
questionnaires, and so-called projective techniques. The evidence
for or against each test or method is surveyed and numerous
references provided for relevant literature. Illustrative excerpts
are given of many of the more promising tests, and some pictorial
illustrations. British work in this field at the time is covered
completely, and an attempt is made to provide a fair summary of the
main contributions of American and other psychologists of the day.
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