The Identification and Assessment of Thinking Ability in Young Children. Final Report.

Autor/inn/en	Stott, Leland H.; Ball, Rachel S.
Institution	Merrill-Palmer Inst., Detroit, MI.
Titel	The Identification and Assessment of Thinking Ability in Young Children. Final Report.
Quelle	(1968), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ability Grouping; Age Differences; Classification; Cognitive Ability; Cognitive Processes; Correlation; Creative Thinking; Environmental Influences; Factor Analysis; Factor Structure; Parent Education; Preschool Children; Productive Thinking; Q Methodology; Sex Differences; Whites + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Age; Difference; Age difference; Altersunterschied; Classification system; Klassifikation; Klassifikationssystem; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Korrelation; Kreatives Denken; Environmental influence; Umwelteinfluss; Faktorenanalyse; Faktorenstruktur; Parents education; Elternbildung; Elternschule; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Produktives Denken; Sex difference; Geschlechtsunterschied; White; Weißer
Abstract	A study was conducted to identify types of mental operations of 4- and 5-year-olds and to relate them to the child's age and the educational level of the mother. The sample consisted of 423 white English-speaking children of American parentage, evenly divided by sex and as evenly distributed as possible over the 12-month-age range of 4 to 5 years. Their mothers' education consisted of elementary, secondary, or college level achievement. Items from the Merrill-Palmer Scale and the Guilford model were selected and tested for ability to identify thinking activities. A factor analysis identified six specific types of thinking: two convergent, two divergent, one cognitive, and one maturational. For 4- to 5-year-olds, sex differences were relatively insignificant. Age differences were significantly related to the convergent, cognitive, and maturational abilities, but not to the divergent type. The mothers' education was related to four of the six abilities, and the area of residence was related to three of the six abilities. A "Q" analysis indicated that children could be classified by "types." Thus, environmental factors are important in cognitive development. Appendixes contain tabulated data and directions for administering the tests. (JS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC