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Summary. An investigation of the quality of passes attained by 101 Arts and Science students who entered the University of New England in 1968, indicated that while convergent bias was associated, in both faculties, with more high level passes in first year, there was no difference in the relative success of convergers and divergers in second year. At the same time, it was found that among these students the relationship between choice of faculty and intellectual style was in accord with Hudson's (1966) suggestions despite the less specialised schooling of Australian students when compared with their English counterparts. |
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