This study attempts to seek data on the main sources of worry among secondary school pupils, the extent to which the type of worry and its frequency vary with age, and the influence of the type of school attended, grammar or secondary modern, upon the frequency and intensity of the type of worry. Two worry list questionnaires were constructed. There was a general decrease with age in the frequency and intensity of worry, and no significant worry differences between grammar and modern pupils, except for the 13‐year‐old group, where the secondary modern pupils had more frequent and intense worries than the grammar. The percentages for the frequency and intensity of worry were similar in both groups for each type of worry, the most frequent sources of worry being the family, social relationships and school, and the least frequent being animals, economic and personal health concerns. Some significant differences existed: grammar school pupils reported significantly more frequent and intense economic and school worries, secondary modern pupils significantly more imagination and health worries, and the only significant difference between the sexes was the tendency for grammar school girls to worry more frequently and intensely than grammar school boys.

This investigation sought data concerning sex differences in the worry patterns of children. The sample comprised 182 comprehensive school pupils, 91 boys and 91 girls, between the ages of 12 years 1 month and 13 years 7 months. The Simon-Ward Worry Survey (1976) was administered in order to ascertain the frequency and intensity of worry experienced in the following areas; family, school, economic, social, personal adequacy, health, imagination and animals. Both in the frequency and intensity of worry girls scored higher than boys in the areas of family, social and imagination, but no significant differences occurred for personal adequacy, health, animal or economic factors. For both sexes the category order, from highest to lowest, was the same--family, social, school, imagination, personal adequacy, health, economic and animals.

Seventy-nine third year British university students were randomly selected and tested on the Watson-Glaser Critical Thinking Appraisal and the Eysenck Personality Inventory.Men did perform at a significantly higher level than women did on the Watson-Glaser instrument, and this performance was associated with their significantly higher level of performance in the subtests of Inference and Evaluation of Arguments. There was no difference in performance which could be related to enrollment in an Arts or Science course, except for the test of Inference in which Science students did have a very significantly higher score than Arts students did. Performance on the Watson-Glaser instrument was not significantly associated with scores of extroversionintroversion on the Eysenck Personality Inventory.EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT 1974, 34, 957-960.

The present study examined the relationship of auditory-visual integration and reading performance in a sample of British 8 to 9 year olds. The effects of I.Q. and sex differences were examined as possible moderating variables. Significant correlations were obtained between auditory-visual integration and reading ability in the total sample. Although sex was not a significant contributor to the relationship the results suggest that I.Q. did make a significant contribution especially at the lower levels.

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