DIFFERENTIAL CALCULATION ABILITIES IN YOUNG-CHILDREN FROM MIDDLE-INCOME AND LOW-INCOME FAMILIES
DIFFERENTIAL CALCULATION ABILITIES IN YOUNG-CHILDREN FROM MIDDLE-INCOME AND LOW-INCOME FAMILIES
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DOI：
10.1037/0012-1649.28.4.644
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发表时间：
1992-07-01
影响因子：
4
通讯作者：
LEVINE, SC
中科院分区：
文献类型：
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作者：
JORDAN, NC;HUTTENLOCHER, J;LEVINE, SC
本研究考察了42名中低收入幼儿园儿童在非语言形式和3种不同语言形式下的算术运算表现。在非语言任务中，孩子们看到了一组初始的磁盘，然后用盖子把它们藏起来。通过添加或删除磁盘对集合进行了转换。转换后，孩子的任务是构造一个磁盘数组，其中包含与最终隐藏集中相同数量的磁盘。收入水平与任务格式之间存在显著的交互作用。虽然中等收入儿童在每项言语计算任务上的表现都好于低收入儿童，但两个收入群体在非言语计算任务上的表现没有差异。研究结果表明，非语言任务格式对社会经济变化的敏感性低于语言任务格式。
This study examined the performance of 42 middle- and 42 low-income kindergarten children on arithmetic calculations presented in a nonverbal format as well as in 3 different verbal formats. On the nonverbal task, the child was shown an initial set of disks, which was then hidden with a cover. The set was transformed by adding or removing disks. After the transformation, the child's task was to construct an array of disks that contained the same number of disks as in the final hidden set. A significant interaction between income level and task format was obtained. Although middle-income children performed better than low-income children on each of the verbal calculation tasks, the 2 income groups did not differ in performance on the nonverbal calculation task. The findings suggest that the nonverbal task format is less sensitive to socioeconomic variation than are the verbal task formats.