Cognitive and Cultural Determinants of Early IE Development.

Autor/in	Stephens, Mark W.
Titel	Cognitive and Cultural Determinants of Early IE Development.
Quelle	(1971), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Cognitive Development; Compensatory Education; Cultural Differences; Disadvantaged; Disadvantaged Youth; Intellectual Development; Locus of Control; Preschool Children; Reinforcement; Research Projects; Self Concept; Self Control; Sex Differences + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Kompensatorischer Unterricht; Kultureller Unterschied; Benachteiligter Jugendlicher; Mental development; Geistige Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Positive Verstärkung; Forschungsvorhaben; Selbstkonzept; Selbstbeherrschung; Sex difference; Geschlechtsunterschied
Abstract	Results of several studies of cognitive and cultural correlates and determinants of early IE development are discussed, and some implications of the findings are pointed out. In studies of correlations between IE and intelligence test scores, results show that the scores increase regularly with age, from age 4 through 8, and there are fairly consistent, if low, correlations with intelligence, with Internal children showing higher intelligence test scores than External children. With pre-school age subjects, using the SDRCI measures, Internals learned a mirror-tracing task more rapidly than Externals. No straightforward relationship of IE to persistence on an intellectual task was found--it tended to be positively related for girls but negatively related for boys. In studies of the socioeconomic and cultural determinants of early IE development, the first are studied was whether disadvantaged children show more External expectancies than middle class children as early as preschool age. Findings show that the IE problem of disadvantaged children is clear as early as beginning-Head Start age. Strong effects of economic status on IE was evidenced. In addition, strong cultural differences among economically disadvantaged groups were found. Some subtler and more complicated cultural effects were reversing sex differences and , in one case, a dependency of IE responses on interviewer ethnicity. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01