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TEMPERAMENTAL CHARACTERISTICS RELATED TO DISPARITY OF ATTAINMENT IN READING AND ARITHMETIC
Author(s) -
LYNN R.
Publication year - 1957
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1957.tb01392.x
Subject(s) - psychology , reading (process) , developmental psychology , fantasy , anxiety , mental arithmetic , arithmetic , linguistics , mathematics , literature , art , philosophy , psychiatry , medicine , heart rate , blood pressure , radiology
S ummary .1.— Several studies suggest that a lack of balance or disparity in attainment in reading and arithmetic in school children is related to certain temperamental traits. These studies suggested the hypothesis that there is a general relationship between anxiety and good reading in relation to arithmetic. 2.— This hypothesis was investigated by studies of the relation of anxiety to reading‐arithmetic disparity among a group of primary school children and among a group of secondary modern school boys. In both groups there was a tendency for anxious children to be better at reading than at arithmetic. 3.— This tendency might be due to the greater amount of time which anxious children spend on reading as a way of dealing with their anxieties and finding satisfaction in fantasy.