Department of Psychology
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Browsing Department of Psychology by browse.metadata.advisor "Brand, H. J."
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- ItemDie bruikbaarheid van die senior Suid-Afrikaanse individuele skaal vir die evaluering van blanke Afrikaanssprekende, hardhorende kinders(Stellenbosch : Stellenbosch University, 1986-03) Badenhorst, Frans Hendrik; Brand, H. J.; Le Roux, J. A.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Psychology.INLEIDING: Gehoorgestremdheid impliseer 'n drieledige verlies - nie net die verlies van gehoor nie, maar as gevolg daarvan ook die van spraak en taal. Gehoorgestremdheid het 'n ernstige uitwerking op die intellektuele vermoe en emosionele lewe van die mens (Badenhorst, 1985). Navorsers in die sielkunde van gehoorgestremdheid kry te doen met struikelblokke. Die universum waaruit steekproewe saamgestel moet word, is beperk en die vakliteratuur is nie voldoende nie. Die beskikbare toetsmateriaal is beperk en al uitweg is om gebruik te maak van gestandaardiseerde toetse vir die normaalhorendes. Resultate wat op die wyse verkry word, voldoen nie aan die standaarde wat gestel word ten opsigte van betroubaarheid en geldigheid nie. Taal en kommunikasie is 'n belangrike voorvereiste vir die meeste vorms van sielkundige navorsing. Navorsing ten opsigte van die gehoorgestremde in die Republiek van Suid-Afrika word gekompliseer deur die bevolkingsamestelling en die taal wat gebesig word. Die blanke bevolking is hoofsaaklik Afrikaans- en Engelssprekend, terwyl die verskillende etniese groepe elkeen In taal van sy eie het. Die gehoorgestremdes vorm 'n bron van mensemateriaal wat nuttig gebruik kan word indien elke gehoorgestremde se volle potensiaal ontwikkel word. Kennis van die gehoorgestremde se moontlikhede en beperkinge is 'n noodsaaklike vereiste vir suksesvolle rehabilitasie van so 'n persoon.
- ItemDie gebruik van die Beery-ontwikkelingstoets en die Natekentoets as meetinstrumente van visueel-motoriese integrasie by 'n groep voorskoolse kinders(Stellenbosch : Stellenbosch University, 1994-12) Vorster, Marie-Helene; Brand, H. J.; Steel, H. R.; Stellenbosch University. Faculty of Arts & Social Sciences. Dept. of Psychology.ENGLISH ABSTRACT: Visual-motor integration plays an important role in the development of a child. Developmental deficits in this area can, for example, be detrimental to a child's school-readiness or scholastic achievements. Visual-motor integration problems should be diagnosed as early as possible so that remediation can take place. The American Beery Developmental Test for Visual-Motor Integration (VMI) is widely used as a screening technique for visual-motor abilities by psychologists, occupational therapists, educators and remedial teachers in South Africa. In order to determine whether this American standardised test offers valid results for a group of South African subjects, the results of children in the VMI:1982 and VMI:1989 were compared to their results in the South African Copying Test. A sample of 40 pre-school children from a pre-primary school in Stellenbosch were selected. Only children with normal visual acuity, who had not undergone an occupational therapy evaluation, or school readiness test, during the previous three months, were included in the sample. A significant relationship was found between the results of the VMI:1982 and VMI:1989. The results of both the VMI:1982 and VMI:1989 correlated significantly with the results of the Copying Test. Performance in the tests correlated with chronological age as well as teacher evaluation of ability development. lt was concluded that the VMI may be regarded as a valid test of visual-motor integration in the group of subjects studied. lt is recommended that future studies including children from all cultural groups in South Africa should also be undertaken.
- ItemDie invloed van gereelde daggagebruik op die skoolprestasies en intellektuele vermoe van 'n groep leerlinge in 'n nywerheidskool(Stellenbosch : Stellenbosch University, 1990) Allie, Abdul Ganie; Brand, H. J.; Hanekom, J. D. M.; Stellenbosch University. Faculty of Arts and Social Sciences. Department of Psychology.ENGLISH ABSTRACT: The present research attempted to determine the effect of regular dagga usage on school performance and intellectual ability of a group or adolescent boys. The research sample comprised of eighty subjects of which forty were smokers and forty non-smokers in a residential industrial school. Most of the pupils resided in the Cape Peninsula, but some came from other parts of the Cape Province. the Transvaal, Natal and the Orange Free State. Their ages varied between 13 years and 18 years. Only standards 6 and 7 pupils participated in the present research. All subjects were Afrikaans-speaking Coloured boys. The selection criterion applicable in identifying pupils as smokers were as follows: all pupils who smoked dagga two times a week or more within the school context were regarded as being regular daggasmokers. The non-smokers were all those pupils who did not smoke dagga within the school context. The experimental and control groups were paired according to their intellectual ability. Measures of the intellectual ability were obtained by means of the NB-Group Test (Intermediate series). School achievement results in Afrikaans, English and Mathematics were derived by means of the H.S.R.C.'s (Human Science Research Council) school achievement tests, whilst the Science marks for both standards were obtained from the final examination results. To differentiate between smokers and non-smokers, a self-compiled biographical questionnaire, which was specifically compiled for the present research, was used. Related studies pertaining to the present research has been done in South Africa, whilst in other countries numerous similar studies have already been conducted, albeit in normal schools, colleges and universities. The present research made use of the Bravais-Pearson Correlation method, t-tests and Chisquare as statistical procedures to determine whether dagga-usage affected school achievement. However, the present research did not provide conclusive evidence for possible negative effects of daggasmoking on school performance. No significant differences were found between the academic performance of smokers and nonsmokers. In both groups statistically significant correlations were found between academic performance and intellectual ability. Regarding the self-compiled biographical questionnaire on dagga, statistically significant differences among the smokers group were found on all the questions, with the exception of questions 5 and 18. Furthermore, it was found that a great deal of ignorance still exists concerning dagga. This emphasizes the need for a broadly based educational programme to inform both parents and children about the potential damages of dagga usage.
- ItemDie verband tussen stadium van morele ontwikkeling en lokus van kontrole by 'n groep Afrikaanssprekende adolessente(Stellenbosch : Stellenbosch University, 2004-03) Swart, Bert; Brand, H. J.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Psychology.ENGLISH ABSTRACT: According to Hurlock ( in Louw, Gerdes & Meyer, 1985), traditional society has a larger number of prescribed values and rules of behaviour than is the case in modern society. In modern society the onus rests on the individual who is expected to direct his behaviour in accordance with the values of his choice. The individual has to accept responsibility for determining his own values. This may create problems for the adolescent because he will be confronted by a wide range of diverse values without the benefit of guidelines or rules to tell him which of those values should be accepted and which should rather be avoided. Against this background it becomes clear why the internalization of moral values, as they develop, is of utmost importance to the adolescent. In this study an attempt has been made to investigate the relationship between stage of moral development and locus of control within a group of Afrikaans-speaking adolescents. The study has further attempted to determine the influence of intellectual ability on the relationship between stage of moral development and locus of control. Males and females were also compared with respect to moral development and locus of control. The sample comprised 193 white, Afrikaans-speaking grade eleven pupils. Seventy-six were boys and 117 girls. The subjects were selected from three high schools situated in three different towns and/or cities. All the subjects came from complete families in which both biological parents were present. Taylor's Reasons for Action Questionnaire (1978) was used to determine the stage of moral development. This questionnaire is based on Lawrence Kohlberg's six stages of moral development which in itself developed from the cognitive-developmental structural approach to moral development. The Rotter Internal-External Locus of Control Questionnaire was used to measure the level of locus of control. Intelligence test scores, as measured by the New South African Group Test, were obtained from the E119 records at the various schools. The responses to a biographical questionnaire were used to facilitate the demarcation of the sample. The results of the study indicated that on average the sample as a whole, functions on a conventional moral level. A significantly negative correlation (r(193) = -,28; P < ,001) was found between locus of control and level of moral developement. This indicates that within this group of Afrikaans-speaking adolescents an internal locus of control is associated with a higher level of moral development whilst and external locus of control is associated with a lower level of moral development. In this study intelligence had little or no influence on the relationship between level of moral development and locus of control. This supports the view of Kohlberg (1969) that there is a curved line relationship between the level of moral judgement and intellectual ability. Finally it may be said with a 95% degree of certainty, that there is a significant gender difference in respect of the construct of moral development. The girls used in this sample displayed a more developed level of moral development than the boys.