CLASS DIFFERENCES IN THE EFFECTS OF IMPULSIVITY, GOAL ORIENTATION, AND VERBAL EXPRESSION ON AN OBJECT-SORTING TASK.
An object-sorting task was presented to 6-, 8-, 10-, and 12-year-old boys of middle-class and lower-lower-class backgrounds. The task permitted examination of level of conceptual functioning under conditions of open-ended sorting vs. recognition of presorting, nonverbal arrangement of objects vs. ve...
| Publicado en: | Child Development Vol. 40; no. 2; pp. 491 - 503 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Oxford University Press / USA
Jun1969
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | An object-sorting task was presented to 6-, 8-, 10-, and 12-year-old boys of middle-class and lower-lower-class backgrounds. The task permitted examination of level of conceptual functioning under conditions of open-ended sorting vs. recognition of presorting, nonverbal arrangement of objects vs. verbal description and delayed vs. free response. The verbal factor significantly differentiated social class. The variable of free response vs. response to specific demand produced less clear evidence of class differences. The delay-of-response condition did not differentiate classes. The data have implications for understanding the nature of poorer school performance of lower-class children and for devising optimal educational strategies. |
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