DIMENSION PREFERENCE AND PERFORMANCE ON A SERIES OF CONCEPT IDENTIFICATION TASKS IN KINDERGARTEN FIRST-GRADE AND THIRD-GRADE CHILDREN

被引:27
作者
MITLER, MM
HARRIS, L
机构
关键词
D O I
10.1016/0022-0965(69)90058-7
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
Data are presented relating children's preferences for stimulus dimension (form, color, and number) to performance on concept-identification tasks involving preferred and nonpreferred dimensions. The Ss were 77 kindergarten, first-, and third-grade children. As the measure of dimension preference, all Ss sorted cards from the Wisconsin Card Sorting Test. They then performed concept-identification tasks employing the same cards. Seventy-five of the 77 Ss showed significant dimension preferences, 59 Ss preferring form, 9 number, and 7 color. All 59 form-preferring Ss eventually reached criterion for each dimension task. Trials to criterion on each task, however, varied significantly among levels in school and among dimensions. Performance on the concept identification tasks was directly related to level in school. Across levels in school, the form task was most easily solved, color next, and number least. The superiority of third-graders to kindergarteners on the concept identification tasks was apparently not a function of immediate prior experience on the preference test, since the same difference obtained in control kindergarteners and third-graders who received the concept tasks before the preference test. On the number task, however, significantly more control than experimental kindergarteners reached criterion. Furthermore, 47% of the control Ss had significant dimension preferences compared with 97.4% of the experimental Ss. These differences apparently resulted from differences in immediate prior experience. © 1969.
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页码:374 / &
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