Socioeconomic Background and Cognitive Functioning in Preschool Children.
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| 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 |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED032929 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED032929 AccessLevel: 3 PubTypeId: unknown PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Socioeconomic Background and Cognitive Functioning in Preschool Children. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mumbauer%2C+Corinne+C%2E%22">Mumbauer, Corinne C.</searchLink><br /><searchLink fieldCode="AR" term="%22Miller%2C+James+O%2E%22">Miller, James O.</searchLink><br /><searchLink fieldCode="AR" term="%22Illinois+Univ%2E%2C+Urbana%2C+National+Lab%2E+on+Early+Childhood+Education%2E%22">Illinois Univ., Urbana, National Lab. on Early Childhood Education.</searchLink><br /><searchLink fieldCode="AR" term="%22George+Peabody+Coll%2E+for+Teachers%2C+Nashville%2C+TN%2E+Demonstration+and+Research+Center+for+Early+Education%2E%22">George Peabody Coll. for Teachers, Nashville, TN. Demonstration and Research Center for Early Education.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22DARCEE+Papers+and+Reports+of+George+Peabody+Coll%2E+for+Teachers%22"><i>DARCEE Papers and Reports of George Peabody Coll. for Teachers</i></searchLink>. 1969 3(5). – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 18 – Name: DatePubCY Label: Publication Date Group: Date Data: 1969 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: National Center for Educational Research and Development (DHEW/OE), Washington, DC. Div. of Educational Labs. – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Advantaged%22">Advantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Curiosity%22">Curiosity</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged%22">Disadvantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Paired+Associate+Learning%22">Paired Associate Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Control%22">Self Control</searchLink> – Name: SubjectThesaurus Label: Assessment and Survey Identifiers Group: Su Data: <searchLink fieldCode="SU" term="%22Matching+Familiar+Figures+Test%22">Matching Familiar Figures Test</searchLink><br /><searchLink fieldCode="SU" term="%22Childrens+Embedded+Figures+Test%22">Childrens Embedded Figures Test</searchLink><br /><searchLink fieldCode="SU" term="%22Stanford+Binet+Intelligence+Scale%22">Stanford Binet Intelligence Scale</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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) – Name: DateEntry Label: Entry Date Group: Date Data: 1970 – Name: AN Label: Accession Number Group: ID Data: ED032929 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED032929 |
| RecordInfo | BibRecord: BibEntity: PhysicalDescription: Pagination: PageCount: 18 Subjects: – SubjectFull: Advantaged Type: general – SubjectFull: Cognitive Development Type: general – SubjectFull: Curiosity Type: general – SubjectFull: Disadvantaged Type: general – SubjectFull: Learning Processes Type: general – SubjectFull: Paired Associate Learning Type: general – SubjectFull: Preschool Children Type: general – SubjectFull: Self Control Type: general – SubjectFull: Matching Familiar Figures Test Type: general – SubjectFull: Childrens Embedded Figures Test Type: general – SubjectFull: Stanford Binet Intelligence Scale Type: general Titles: – TitleFull: Socioeconomic Background and Cognitive Functioning in Preschool Children. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Illinois Univ., Urbana, National Lab. on Early Childhood Education. – PersonEntity: Name: NameFull: George Peabody Coll. for Teachers, Nashville, TN. Demonstration and Research Center for Early Education. – PersonEntity: Name: NameFull: Mumbauer, Corinne C. – PersonEntity: Name: NameFull: Miller, James O. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 1969 Numbering: – Type: volume Value: 3 – Type: issue Value: 5 |
| ResultId | 1 |
