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Socioeconomic Background and Cognitive Functioning in Preschool Children.

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Bibliographic Details
Title: Socioeconomic Background and Cognitive Functioning in Preschool Children.
Authors: Mumbauer, Corinne C., Miller, James O., Illinois Univ., Urbana, National Lab. on Early Childhood Education., George Peabody Coll. for Teachers, Nashville, TN. Demonstration and Research Center for Early Education.
Source: DARCEE Papers and Reports of George Peabody Coll. for Teachers. 1969 3(5).
Peer Reviewed: N
Page Count: 18
Publication Date: 1969
Sponsoring Agency: National Center for Educational Research and Development (DHEW/OE), Washington, DC. Div. of Educational Labs.
Descriptors: Advantaged, Cognitive Development, Curiosity, Disadvantaged, Learning Processes, Paired Associate Learning, Preschool Children, Self Control
Assessment and Survey Identifiers: Matching Familiar Figures Test, Childrens Embedded Figures Test, Stanford Binet Intelligence Scale
Abstract: To continue exploration of the educational problems of deprived children, 32 disadvantaged and 32 advantaged children ranging in age from 4 years, 8 months to 5 years, 8 months, were selected to take a battery of tests designed to measure some of the skills and characteristics thought to be related to academic success. The factors measured and the tests used were (1) general intellectual functioning (Stanford-Binet), (2) learning processes (Paired Associates Learning Tasks), (3) impulsivity and reflectivity (Matching Familiar Figures Test and Children's Embedded Figure Test), (4) inhibition of motor behavior on adult command (Motoric Inhibition Test), and (5) exploratory behavior (Reactive Object Curiosity Test). Comparison of the results of the tests showed that the advantaged children were more efficient in intellectual performance and paired associates learning than disadvantaged children of the same age. Tenative support was found for the hypothesis that disadvantaged children are more impulsive in response disposition. There was no support for the hypotheses that disadvantaged children inhibit motor behavior less on verbal adult command or show less object curiosity than the advantaged child. (MH)
Entry Date: 1970
Accession Number: ED032929
Database: ERIC
Description
Abstract:To continue exploration of the educational problems of deprived children, 32 disadvantaged and 32 advantaged children ranging in age from 4 years, 8 months to 5 years, 8 months, were selected to take a battery of tests designed to measure some of the skills and characteristics thought to be related to academic success. The factors measured and the tests used were (1) general intellectual functioning (Stanford-Binet), (2) learning processes (Paired Associates Learning Tasks), (3) impulsivity and reflectivity (Matching Familiar Figures Test and Children's Embedded Figure Test), (4) inhibition of motor behavior on adult command (Motoric Inhibition Test), and (5) exploratory behavior (Reactive Object Curiosity Test). Comparison of the results of the tests showed that the advantaged children were more efficient in intellectual performance and paired associates learning than disadvantaged children of the same age. Tenative support was found for the hypothesis that disadvantaged children are more impulsive in response disposition. There was no support for the hypotheses that disadvantaged children inhibit motor behavior less on verbal adult command or show less object curiosity than the advantaged child. (MH)