AN EXPERIMENTAL STUDY OF YOUNG CHILDREN'S RESPONSE TO CLASS-INCLUSION TASKS

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  • 幼児のクラス包摂についての実験的研究
  • ヨウジ ノ クラス ホウセツ ニ ツイテ ノ ジッケンテキ ケンキュウ

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This study was designed to examine the effects of procedural variations on young children's responses to classification tasks. The Ss consisted of children of 3 age groups, kindergarteners, first graders and second graders of which mean age is 51/2, 61/2 and 71/2 years, respectively. Each child was assigned 2 kinds of tasks to perform: One was to recognize those superordinate class materials such as flowers, children and animals, the other was to recognize those superodinate classes as to their colors, shapes and sized, Major findings were as follows: (a) The kindergarteners obtained a higher mean scores of correct responses to classification questions than first graders. (b) There were significant differences of the total mean scores between 2 sexes from each group. (c) The verbal facilitation effects were not necessarily established all through the experiments.

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