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ERIC |
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20220616151238.0 |
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he u||024|||| |
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080220s1968 xx ||| b ||| | eng d |
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|a ED020023 Microfiche
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|a ericd
|c ericd
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|a EEM#
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|a ED020023 Microfiche
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| 100 |
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|a ROHWER, WILLIAM D.,
|c JR.
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| 245 |
1 |
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|a SOCIOECONOMIC STATUS AND LEARNING PROFICIENCY IN YOUNG CHILDREN /
|c WILLIAM D. ROHWER, JR. and OTHERS.
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| 260 |
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1968.
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| 300 |
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|a 13 pages
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a microform
|b h
|2 rdamedia
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| 338 |
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|a microfiche
|b he
|2 rdacarrier
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| 520 |
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|a THIS STUDY WAS INITIATED TO DETERMINE WHY CHILDREN OF LOWER SOCIOECONOMIC STATUS, WHO DO INFERIOR WORK ON SCHOOL-RELATED LEARNING TASKS WHEN COMPARED TO UPPER SOCIOECONOMIC STATUS CHILDREN, LEARN AS EFFICIENTLY AS UPPER LEVEL CHILDREN ON PAIRED-ASSOCIATE TASKS. THE SAMPLE CONSISTED OF 120 LOWER STATUS CHILDREN AND 120 UPPER STATUS CHILDREN, EQUALLY DISTRIBUTED AMONG THE KINDERGARTEN, FIRST GRADE AND THIRD GRADE, WHO WERE ADMINISTERED PAIRED-ASSOCIATE TASKS. FOUR METHODS OF PRESENTATION OF THE 20 PAIRED ASSOCIATES WERE USED--(1) PROVIDED-PHRASE (PP), (2) PROVIDED-SENTENCE (PS), (3) GENERATED-STILL (GS), AND (4) GENERATED-ACTION (GA). THE PRIMARY DIFFERENCE BETWEEN THE PP-PS METHODS AND THE GA-GS METHODS WAS THAT IN THE LATTER, THE CHILDREN HAD TO CONSTRUCT THEIR OWN SENTENCES, USING THE PAIR NAMES. IN THE PP AND PS METHODS, THE CHILDREN JUST REPEATED A PHRASE (PP) OR SENTENCE (PS) GIVEN BY THE EXPERIMENTER. A PROJECTOR AND SCREEN APPARATUS WERE USED TO PRESENT THE PAIRED OBJECTS. THE PICTURES USED IN THE PP, PS, AND GS METHODS WERE STILL PICTURES. THE GA METHOD USED ACTION PICTURES IN WHICH THE DISPLAYED OBJECTS WERE PART OF AN ACTION CONTEXT. TWO TEST TRIALS WERE SUBSEQUENTLY CONDUCTED. THE TEST TRIALS INVOLVED DISPLAYING ONE OF THE PAIR ON THE SCREEN AND REQUIRING THE PUPIL TO NAME THE OTHER ITEM OF THE PAIR. THE RESULTS OF THE TEST TRIALS INDICATED THAT THE LOWER LEVEL CHILDREN DID NOT HAVE THE LANGUAGE DEFICIENCY ANTICIPATED ALTHOUGH THEY LEARNED LESS EFFICIENTLY THAN THE UPPER STATUS CHILDREN AT THE KINDERGARTEN AND FIRST GRADE LEVEL. A POSSIBLE REASON FOR THIS LOWER PERFORMANCE BY THE LOWER STATUS CHILDREN IS THAT UPPER STATUS CHILDREN BENEFITED MORE FROM LARGER NUMBERS OF PAIRING-TRIAL REPETITIONS. (WD)
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| 533 |
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|a Microfiche.
|b [Washington D.C.]:
|c ERIC Clearinghouse
|e microfiches : positive.
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| 500 |
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|a Microform.
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| 650 |
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7 |
|a Cognitive Ability.
|2 ericd
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| 650 |
1 |
7 |
|a Comparative Testing.
|2 ericd
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| 650 |
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7 |
|a Grade 1.
|2 ericd
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| 650 |
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7 |
|a Grade 3.
|2 ericd
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| 650 |
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7 |
|a Kindergarten.
|2 ericd
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| 650 |
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|a Kindergarten Children.
|2 ericd
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| 650 |
1 |
7 |
|a Language Ability.
|2 ericd
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| 650 |
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|a Learning.
|2 ericd
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| 650 |
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|a Learning Processes.
|2 ericd
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| 650 |
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7 |
|a Learning Theories.
|2 ericd
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| 650 |
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7 |
|a Low Income Groups.
|2 ericd
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| 650 |
1 |
7 |
|a Paired Associate Learning.
|2 ericd
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| 650 |
0 |
7 |
|a Primary Education.
|2 ericd
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| 650 |
1 |
7 |
|a Socioeconomic Influences.
|2 ericd
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| 710 |
2 |
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|a University of California, Berkeley.
|0 http://id.loc.gov/authorities/names/n79046084
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| 907 |
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|b 211122
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|p Non-Circulating
|a Michigan State University-Library of Michigan
|b Michigan State University
|c MSU Microforms
|d MSU Microforms, 2 West
|t 0
|e ED020023 Microfiche
|h Other scheme
|i Microform (Microfilm/Microfiche)
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