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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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=10406406&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 10406406 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00093920 CDV jtl: Child Development issn: 00093920 maglogo: Y pubinfo: dt: Jun1969 vid: 40 iid: 2 pid: 622 pub: Oxford University Press / USA artinfo: ui: 10406406 10.2307/1127417 ppf: 491 ppct: 12 formats: tig: atl: CLASS DIFFERENCES IN THE EFFECTS OF IMPULSIVITY, GOAL ORIENTATION, AND VERBAL EXPRESSION ON AN OBJECT-SORTING TASK. aug: au: Kaplan, Marvin L. Mandel, Steven su: Social classes Comprehension Schools Children sug: subj: Social classes Comprehension Schools Children ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1969 holdings: @attributes: islocal: N |
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