The Development of the Social Concept Group among Mentally Retarded Children. Final Report.

Autor/in	Taylor, Lloyd A.
Institution	Phillips Univ., Enid, OK.
Titel	The Development of the Social Concept Group among Mentally Retarded Children. Final Report.
Quelle	(1967), (134 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Abstract Reasoning; Child Development; Cognitive Processes; Concept Formation; Decision Making; Environmental Influences; Exceptional Child Research; Family Environment; Group Dynamics; Group Structure; Groups; Institutionalized Persons; Intelligence; Intergroup Relations; Mental Retardation; Mild Mental Retardation; Role Perception; Social Development; Social Structure + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Kindesentwicklung; Cognitive process; Kognitiver Prozess; Concept learning; Begriffsbildung; Decision-making; Entscheidungsfindung; Environmental influence; Umwelteinfluss; Familienmilieu; Gruppendynamik; Gruppenstruktur; Intelligenz; Klugheit; Intergruppenbeziehungen; Geistige Behinderung; Role conception; Rollenverständnis; Soziale Entwicklung; Sozialstruktur
Abstract	Mentally retarded children were studied for their conceptual development and movement from the ability to perceive persons as separate entities but not in significant interaction (aprasia) to group activity. A quasi-projection technique was used to test six groups of 20 boys each, including institutionalized and family-based normals (aged 6 and 12) and retardates (aged 12, with IQ's to 65 and mental ages 6 to 7). Each child analyzed one group and then synthesized another in the settings of home, play, work, and school to solve a problem. Evaluation considered whether the following group characteristics were present and how abstract they were: the identifiable unit, social structure, role behavior, reciprocal relations, normative behavior, common interests, common goals, and continuity. Results indicated a greater incidence and degree of aprasia among retardates than normals of the same chronological age, and a greater degree among the institutionalized than those in a family setting in comparable groups (p=.001 for both); little or no difference between retardates and normals of the same mental age; more difficulty in synthesizing than in analyzing a similar situation (p=.02 to .001); and poorer scoring on comprehension of role, normative behavior, and group identification. (Author/SN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01