Stanley gordon | The University of Sydney (original) (raw)

Papers by Stanley gordon

Psychonomic Science, 1966

British Journal of Social and Clinical Psychology, 1979

... Useful approaches include the study of the effects of anxiety (Elton 8t Stanley, 1976), cogni... more ... Useful approaches include the study of the effects of anxiety (Elton 8t Stanley, 1976), cognitive dissonance (Brock &amp; Buss, 1962; Zimbardo et al., 1966), perceptual variables (Petrie, 1967), and responsiveness to hypnosis (Hilgard &amp; Hilgard, 1975). ...

The present study investigated the measurement overlap between the Sixteen Personality Factor Que... more The present study investigated the measurement overlap between the Sixteen Personality Factor Questionnaire (16PF), the Motivation Analysis Test (MAT), and the Eight State Questionnaire (8SQ). These multivariate instruments pertain to the psychological domains of personality, motivation and mood respectively. Canonical/redundancy analysis (Stewart & Love, 1968) was employed on a sample of 258 Australian college students for the 8SQ/MAT measures, and on a subsample of 135 students for the 16PF/MAT and 16PF/8SQ measures. Results demonstrated a marginal overlap in measurement variance for the 16PF and 8SQ, while only very slight redundancy was observed for the 16PF/MAT and 8SQ/MAT intersections. It was concluded that all three instruments are efficient measures of essentially separate psychological modalities.

Perceptual and Motor Skills, 1975

29 dyslexics and 29 control children were presented with two halves of a black cross, one-half be... more 29 dyslexics and 29 control children were presented with two halves of a black cross, one-half being presented at varying interstimulus intervals after the other half. Both dichoptic and binocular presentations were used and separation thresholds were at greater interstimulus intervals for the dichoptic condition. Dyslexics had thresholds at greater intervals than controls. These differences were significant and there was no significant interaction of group by dichoptic condition. The relative magnitudes of difference between dyslexics and controls were as previously reported by Stanley and Hall (1973) and support the notion that dyslexics have longer visual persistence than controls.

The Australian and New Zealand Journal of Sociology, 1974

... ИНФОРМАЦИЯ О ПУБЛИКАЦИИ. Название публикации, STUDENT SUPERVISION AND JOINT AUTHORSHIP: THE &... more ... ИНФОРМАЦИЯ О ПУБЛИКАЦИИ. Название публикации, STUDENT SUPERVISION AND JOINT AUTHORSHIP: THE "ALL-MY-OWN WORK" MYTH. Авторы, Godfrey Gardner, Gordon Stanley Department of Psychology University of Melbourne. Журнал, Journal of Sociology. ...

The Journal of Psychology, 1969

Child Development, 1973

STANLEY, GORDON, and HALL, RODNEY. Short-Term Visual Information Processing in Dyslexics. CHILD D... more STANLEY, GORDON, and HALL, RODNEY. Short-Term Visual Information Processing in Dyslexics. CHILD DEVELOPMENT, 1973, 44, 841-844. 2 measures of visual information processing were compared for dyslexic and control samples of children. With the first measure 2 parts of a stimulus were exposed sequentially for 20 msec each at increasing interstimulus intervals (ISIs). Both separation and identification thresholds were longer for dyslexics than normals. With the second measure letters presented for 20 msec were masked by dots, the interstimulus interval between the letter and masker being incremented over trials. Dyslexics required longer ISIs than controls for correct identification of the letter. This difference was greater when the letters were visually confusable. Both experiments provide evidence that significant differences exist between dyslexics and normals at early stages of visual information processing.

British Journal of Psychology, 1983

One of the difficulties facing any attempt to investigate a research finding is to know what effe... more One of the difficulties facing any attempt to investigate a research finding is to know what effect certain differences in procedure or equipment will have on the result. Our previous attempt at looking at non‐reading eye‐movements in developmental dyslexics (Stanley, 1978) produced essentially the same results as another research group (Adler‐Grinberg & Stark, 1978), despite considerable differences in procedure and equipment. With respect to Pavlidis' (1981 a) work, we were somewhat at a disadvantage, in so far as his original paper does not provide the rationale now given (Pavlidis, 1983) for a number of procedural moves which might otherwise be considered arbitrary. While appreciating the value of having his position clarified for us in a way not provided by his previous publication, we would like to comment on a number of points he has made about our paper (Stanley et al., 1983).

Australian Psychologist, 1992

... 27, No. 1, 1992 pp. 48-51 Page 3. 50 Vicki Anderson and Gordon Stanley 160-14.0 - 2 12.0 - ..... more ... 27, No. 1, 1992 pp. 48-51 Page 3. 50 Vicki Anderson and Gordon Stanley 160-14.0 - 2 12.0 - ... Los Angeles: Western Psychological Services. Bannatyne, A. (1968). Diagnosing 1ea;hing disab es and writing remedial prescriptions. Journal of Learning Disabilitie Boder, E. (1973). ...

Australian Journal of Psychology, 1964

Abstract Ansbacher found that a slot, cut as an arc in an opaque disc and lit from behind, appear... more Abstract Ansbacher found that a slot, cut as an arc in an opaque disc and lit from behind, appeared shorter when rotated at 1·3 r.p.s. than when rotated more slowly or when stationary. In the present study, 48 university students judged whether centrally-fixated, straight lines appeared longer or shorter than rotating or stationary arcs seen peripherally, 20 degrees away from fixation. Arcs and comparison lines were painted white on black surrounds or black on white. Apart from using reflected light, viewing conditions were similar to Ansbacher's and an apparent contraction effect was obtained with light, rotating arcs. Reversing the luminance relations of arc and surround gave a reversed effect: dark arcs tended to appear longer when rotating than when stationary.

How to cite Complete issue More information about this article Journal's homepage in redalyc... more How to cite Complete issue More information about this article Journal's homepage in redalyc.org Scientific Information System Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Non-profit academic project, developed under the open access initiative

Introduction PART I: GLOBALIZATION, THE CHANGING NATURE OF HIGHER EDUCATION AND INTERNATIONAL RAN... more Introduction PART I: GLOBALIZATION, THE CHANGING NATURE OF HIGHER EDUCATION AND INTERNATIONAL RANKINGS OF UNIVERSITIES Challenges in the Quest to Create Global Qualifications and Standards are Driving Change in Education Systems Diversification, Rankings and their Conditions: General Problems and the Polish Example PART II: THE HIGH RANKINGS OF UNIVERSITIES FROM THE UNITED STATES: ENVIRONMENT, RESOURCES OR POLICIES? An Economic Perspective on Higher Education in the United States Making the Case for a Strong Research University: The University of Kentucky Top-20 Business Plan Promoting High Quality Teaching Practices in Higher Education: Lessons Learned from the United States Factors Limiting the International Competitiveness of European Universities Why are American Universities at the top of International Rankings? PART III: HIGHER EDUCATION IN THE NEW MEMBER STATES OF THE EUROPEAN UNION: LISBON, BOLOGNA AND BEYOND Analysis of Systemic Reasons for Lower Competitiveness of European...

Quarterly Journal of Experimental Psychology, 1970

In Experiment I subjects made estimates of the apparent length of a 12 cm. long light arc-line ro... more In Experiment I subjects made estimates of the apparent length of a 12 cm. long light arc-line rotating around a central fixation point at arc speeds of 66, 99, 132 and 165 cm./sec. Apparent contraction of the arc occurred as a function of speed, there being greater contraction in the presence of a superimposed random pattern of I cm. light squares (visual noise) than in its absence. The results of Experiment II indicated that there was no significant difference in length due to visual noise when the arcs were stationary. In Experiment III subjects made estimates of the speed of rotation of the arc and it was found that visual noise did not significantly affect the apparent arc-speed.

Today more than ever leaders in education are required to lead and manage change. This paper will... more Today more than ever leaders in education are required to lead and manage change. This paper will propose seven principles for change management. They are drawn from the author's experience in observing and having leadership responsibility for change in a number of education jurisdictions.

Perceptual and Motor Skills, 1978

The role of augmentation-reduction in pain tolerance and threshold was examined using Petrie'... more The role of augmentation-reduction in pain tolerance and threshold was examined using Petrie's (1967) criteria for classification of subjects. 14 augmenters did not differ from 14 reducers on pain tolerance and threshold. Trait anxiety correlated with both pain tolerance and threshold, but state anxiety did not.

Perceptual and Motor Skills, 1980

A group of 10 dyslexic boys and 10 control boys matched for age and nonverbal IQ were asked to dr... more A group of 10 dyslexic boys and 10 control boys matched for age and nonverbal IQ were asked to draw a person and to write about their favourite television program. The two groups did not differ on mean raw scores or time taken on the drawing but differed in number of spelling errors and writing time. The ratios of spelling/number of words written and grammatical errors/number of words written differed for the groups. The former measure was reliable at 8-mo. retest for dyslexics and the latter was reliable at 8 mo. for controls. Correlations between measures showed a different pattern for the dyslexics and controls.

The Australian and New Zealand Journal of Sociology, 1975

a myth; and that the myth may acquire psychological force which creates ’a difficult problem for ... more a myth; and that the myth may acquire psychological force which creates ’a difficult problem for students, for supervisors and for external examiners’ (Witton, 1974:192). The same points had occurred to us and in order to find out what supervisors and examiners expected we decided to ask a sample of academics. Our requests were made before our paper was due to appear in the May 1974 issue so that respondents would not be biased by that report. We predicted that, contrary to the myth, the majority of academics would not expect honours theses to result from students work-

The Journal of Social Psychology, 1975

The Journal of Social Psychology, 1968