A Study of Classificatory Behavior in Low Socioeconomic Status Children of Varying Characteristics. [Report No.: TR-181

Autor/in	Nelson, Gordon Kenneth
Institution	Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Titel	A Study of Classificatory Behavior in Low Socioeconomic Status Children of Varying Characteristics. [Report No.: TR-181
Quelle	(1971), (130 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Age Differences; Analysis of Variance; Behavior Patterns; Classification; Cognitive Development; Cultural Differences; Developmental Psychology; Disadvantaged Youth; Geometric Concepts; Grade 11; Grade 5; Grade 8; Methods Research; Pictorial Stimuli; Sex Differences; Socioeconomic Background; Statistical Analysis; Verbal Stimuli + Suchen Sie Ihr Suchwort? Schulleistung; Age; Difference; Age difference; Altersunterschied; Classification system; Klassifikation; Klassifikationssystem; Kognitive Entwicklung; Kultureller Unterschied; Entwicklungspsychologie; Benachteiligter Jugendlicher; Elementare Geometrie; School year 11; 11. Schuljahr; Schuljahr 11; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; Methodenforschung; Fantasieanregung; Sex difference; Geschlechtsunterschied; Sozioökonomische Lage; Statistische Analyse
Abstract	The purpose of this study was to determine the relationship of method of presentation, grade level, sex, and achievement within grade and sex to the various bases upon which children of low socioeconomic background classify geometric concepts. Two tasks were administered to 96 subjects in the fifth, eighth, and eleventh grades--32 at each grade level. Task I was an equivalence task comprised of a sequential presentation of eight geometric concept cards. Half the subjects were given a verbal presentation while the other half were given a pictorial presentation. Subjects were asked to explain likenesses and differences between stimuli. Task II was a free sorting exercise. Subjects were presented with a 26-item picture array, asked to select from the array cards which were alike, and to explain the bases of their groupings. Task I responses were classified into Perceptible, Nominal, and Subject-Fiat categories; for Task II responses, only Perceptible, Attribute, and Nominal categories were used. This study found, contrary to expectation, that low SES children in grades 5, 8, and 11 do not vary significantly from one another in their bases of classifying geometric figures. Achievement, method of presentation, and sex were also found not to be a significant influence on bases of classification. (Author/AG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01