View in EDS

Accessing Cognitive Skills in Preschool Children of Middle and Low Income Families.

Saved in:
Bibliographic Details
Title: Accessing Cognitive Skills in Preschool Children of Middle and Low Income Families.
Language: English
Authors: Golomb, Claire, McLean, Lynn
Peer Reviewed: N
Page Count: 13
Publication Date: 1982
Document Type: Reports - Research
Descriptors: Child Development, Cognitive Ability, Learning Theories, Low Income Groups, Middle Class Students, Preschool Education, Preschool Tests, Socioeconomic Influences
Abstract: The present study (1) explores the extent to which the standard format of the conservation assessment task may mask conserving abilities of preschoolers and (2) investigates how the wording of a typical conservation task may affect the type of justifications offered by children of two different socioeconomic backgrounds. Subjects included 48 4- to 6-year-old preschool and kindergarten children (25 girls and 23 boys). Half were from middle-class families, and the other half were from low-income families. The experimental design included three phases: a pretest to establish the nonconserving status of all participants, a limited conservation training intervention, and conservation posttests. Subjects were grouped by socioeconomic status and assigned to either the training condition or to one of the two control conditions. Results indicated that logical problem-solving strategies considered typical of the concrete operational period can be tapped at an earlier age, provided the task is structured in a manner that diminishes the role of irrelevant cues and facilitates the emergence of logical reasoning skills. It is concluded that findings supported Piaget's conception that reversible thought processes form the core of the solution to the conservation problem and that justifications emanate from a coordinated and reversible structure. Overall, low-income children performed as well as middle-class children, a fact that confirms the generality of the cognitive strengths uncovered. (BJD)
Entry Date: 1984
Accession Number: ED234908
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED234908
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED234908
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Accessing Cognitive Skills in Preschool Children of Middle and Low Income Families.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Golomb%2C+Claire%22">Golomb, Claire</searchLink><br /><searchLink fieldCode="AR" term="%22McLean%2C+Lynn%22">McLean, Lynn</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1982
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Theories%22">Learning Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Groups%22">Low Income Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Class+Students%22">Middle Class Students</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Tests%22">Preschool Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Influences%22">Socioeconomic Influences</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The present study (1) explores the extent to which the standard format of the conservation assessment task may mask conserving abilities of preschoolers and (2) investigates how the wording of a typical conservation task may affect the type of justifications offered by children of two different socioeconomic backgrounds. Subjects included 48 4- to 6-year-old preschool and kindergarten children (25 girls and 23 boys). Half were from middle-class families, and the other half were from low-income families. The experimental design included three phases: a pretest to establish the nonconserving status of all participants, a limited conservation training intervention, and conservation posttests. Subjects were grouped by socioeconomic status and assigned to either the training condition or to one of the two control conditions. Results indicated that logical problem-solving strategies considered typical of the concrete operational period can be tapped at an earlier age, provided the task is structured in a manner that diminishes the role of irrelevant cues and facilitates the emergence of logical reasoning skills. It is concluded that findings supported Piaget's conception that reversible thought processes form the core of the solution to the conservation problem and that justifications emanate from a coordinated and reversible structure. Overall, low-income children performed as well as middle-class children, a fact that confirms the generality of the cognitive strengths uncovered. (BJD)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1984
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED234908
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED234908
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Child Development
        Type: general
      – SubjectFull: Cognitive Ability
        Type: general
      – SubjectFull: Learning Theories
        Type: general
      – SubjectFull: Low Income Groups
        Type: general
      – SubjectFull: Middle Class Students
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Preschool Tests
        Type: general
      – SubjectFull: Socioeconomic Influences
        Type: general
    Titles:
      – TitleFull: Accessing Cognitive Skills in Preschool Children of Middle and Low Income Families.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Golomb, Claire
      – PersonEntity:
          Name:
            NameFull: McLean, Lynn
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 1982
ResultId 1