A Comparison of Group and Individual Training Procedures on the Raven Learning Potential Measure with Black and White Special Class Students. Studies in Learning Potential, Volume 3, Number 57.

Autor/inn/en	Corman, Louise; Budoff, Milton
Institution	Research Inst. for Educational Problems, Cambridge, MA.
Titel	A Comparison of Group and Individual Training Procedures on the Raven Learning Potential Measure with Black and White Special Class Students. Studies in Learning Potential, Volume 3, Number 57.
Quelle	(1973), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age Differences; Children; Exceptional Child Research; Grouping (Instructional Purposes); Individualized Instruction; Intelligence; Learning Processes; Mental Retardation; Mild Mental Retardation; Racial Factors; Sex Differences; Socioeconomic Status; Task Performance; Young Children + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Child; Kind; Kinder; Grouping; Gruppenbildung; Individualisierender Unterricht; Intelligenz; Klugheit; Learning process; Lernprozess; Geistige Behinderung; Sex difference; Geschlechtsunterschied; Socio-economic status; Sozioökonomischer Status; Frühe Kindheit
Abstract	The Raven Progressive Matrices (RPM) were administered to groups of approximately 15 to 25 (for a total of 174) special class, educable mentally retarded Negro or white students, 5 1/2 to 10 1/2 years of age from low socioeconomic status (SES) backgrounds to determine whether individual or group training with learning potential procedure was more effective in improving RPM performance. A training booklet containing test items such as pattern completion and analogy problems was used by each S in two training sessions. Training criteria included strategies to assure child comprehension of task requirements, initial demonstration of task requirements, task requirement concretization in motoric performances (child drew item completing pattern before selecting alternative solutions), and verbal response of child on method of arriving at a solution. Results indicated that both the individually trained and group trained groups demonstrated higher mean increase than the control group; that pretest score, age, SES, race, and training condition were significantly related to posttest scores; that older students, males, or white children received higher posttest scores than younger students, females, or Negroes; that SES was not a significant predictor of performance following training; and that middle class students in special classes had physical involvements not clinically evident in low SES students. (MC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01