Spontaneous Numerical Correspondence Test; Technical Report 22. Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study. Technical Report Series.

Autor/inn/en	Meissner, Judith A.; und weitere
Institution	Educational Testing Service, Princeton, NJ.
Titel	Spontaneous Numerical Correspondence Test; Technical Report 22. Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study. Technical Report Series.
Quelle	(1972), (18 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Age Differences; Cognitive Development; Concept Formation; Conservation (Concept); Data Analysis; Disadvantaged Youth; Educational Testing; Longitudinal Studies; Mathematical Concepts; Measurement Instruments; Preschool Tests; Research Reports; Sex Differences; Socioeconomic Status; Tables (Data); Test Results + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Kognitive Entwicklung; Concept learning; Begriffsbildung; Konservierung; Auswertung; Benachteiligter Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Research report; Forschungsbericht; Sex difference; Geschlechtsunterschied; Socio-economic status; Sozioökonomischer Status; Tabelle
Abstract	The Spontaneous Numerical Correspondence Test is an adaptation of a Piagetian procedure. Here the tester sets out an array of blue ceramic tiles and, providing the child with his/her own box of 15 blue and 15 red tiles, asks the S to take out the same number. The task is repeated four times: twice with 7 tiles, once with 8, and once with 10. In three of the presentations, the tester arranges the tiles in a straight line; in one, they are in a "random" arrangement. The test requires only nonverbal responses, takes about five minutes, and is easy to administer. Scores are based on arrangement of configuration and number. Scores were sensitive to age differences in Years 1 and 2 and to SES differences for data combined over both years. Correlations with other tests in the battery were quite low, including the correlation with the ETS Enumeration, the other task purporting to test quantitative skills. This may be due to the nature of number abilities. Direct evidence of validity is presently lacking, but the theoretical soundness of the test and data on reliability indicates that it can serve as a Piaget-based measure of the preoperational understanding of number. (For related documents, see TM 003 174-195, 197-198.) (KM)
Anmerkungen	Not available separately; see TM 003 174
Erfasst von	ERIC (Education Resources Information Center), Washington, DC