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Developmental skills of advantaged and disadvantaged children on perceptual tasks
Author(s) -
Richmond Bert O.,
Aliotti Nicholas C.
Publication year - 1977
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(197710)14:4<461::aid-pits2310140417>3.0.co;2-r
Subject(s) - disadvantaged , psychology , test (biology) , visual perception , perception , developmental psychology , motor skill , cognitive psychology , visual memory , bender gestalt test , gestalt psychology , cognition , paleontology , projective test , neuroscience , political science , psychoanalysis , law , biology
The Bender Visual‐Motor Gestalt Test (BVMGT), Rutgers Drawing Test (RDT), Memory‐for‐Designs (M‐F‐D), a visuo‐spatial memory test (Bannatyne, 1968), and selected motor tasks (Bannatyne, 1965) were administered to 155 advantaged and disadvantaged children. First‐ and second‐grade advantaged children were superior on all of the visual‐motor, visual‐motor memory, and visual memory, and visual memory tasks. On the motor tasks, first‐grade advantaged children were superior on Gross Rhythm ( p < .01), and Throws ( p < .01). Second‐grade advantaged children were superior on Crosses ( p < .01), and Throws ( p < .01). Disadvantaged first‐ and second‐graders, however, were superior on Touchings ( p < .01). The results are discussed in terms of differential perceptual‐motor and motor growth and the need to structure educational experience that will contribute to this growth.