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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| Formato: | Artículo |
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Taylor & Francis Ltd
June 1997
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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=ssf&AN=510831785&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 510831785 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00221325 GNP jtl: Journal of Genetic Psychology issn: 00221325 maglogo: N pubinfo: dt: June 1997 vid: 158 pid: 58221 pub: Taylor & Francis Ltd artinfo: ui: 510831785 10.1080/00221329709596664 ppf: 226 ppct: 15 formats: fmt: @attributes: type: T tig: atl: Middle- and working-class black and white children's speech during a picture-labeling task. aug: au: Lawrence, Valerie Whittlesey su: Children's language Racial differences Picture perception Social status sug: subj: Children's language Racial differences Picture perception Social status keyword: Race differences ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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