Middle- and working-class black and white children's speech during a picture-labeling task.
A study was conducted to examine middle- and working-class black and white children's speech during a picture labeling task. Data were drawn from 18 middle- or working-class white children and 18 middle-class or working-class black children who ranged in age from 3 years to 5 years 11 months. Resu...
| Publicado en: | Journal of Genetic Psychology Vol. 158; pp. 226 - 241 |
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| Autor principal: | |
| Formato: | Artículo |
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Taylor & Francis Ltd
June 1997
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | A study was conducted to examine middle- and working-class black and white children's speech during a picture labeling task. Data were drawn from 18 middle- or working-class white children and 18 middle-class or working-class black children who ranged in age from 3 years to 5 years 11 months. Results revealed that there were class and race differences among the children, with middle-class children and white children labeling more and providing more information about the objects than working-class children and black children. Existing data from the parents of the children revealed the many ways in which the groups of children resemble and differ from their parents in their labeling. It is concluded that these findings demonstrate the influence of social context in shaping both children's labeling and the simultaneous impact of the children's independent structuring of their labeling. |
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