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Test stimuli: Representational level with middle class and head start children
Author(s) -
Kierscht Marcia Selland,
Vietze Peter M.
Publication year - 1975
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197507)12:3<309::aid-pits2310120312>3.0.co;2-6
Subject(s) - psychology , colored , middle class , test (biology) , developmental psychology , head start , presentation (obstetrics) , class (philosophy) , low income , medicine , paleontology , materials science , radiology , socioeconomics , sociology , political science , law , composite material , biology , artificial intelligence , computer science
Low income and middle income 4‐ and 5‐year old children were shown stimuli in three forms: objects, colored pictures, and black and white line drawings taken from commonly used assessment instruments, and were asked to label the stimuli. Results indicated that both groups of children labeled the objects more successfully than the pictures, although this discrepancy was greater for the low income children. In addition, order of presentation influenced labeling performance. These results suggest that attention be paid to the representational level of materials used with young children in testing and educational settings.