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Relation of psycholinguistic development to imaginative play of disadvantaged preschool children
Author(s) -
Jurkovic Gregory J.
Publication year - 1978
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(197810)15:4<560::aid-pits2310150420>3.0.co;2-3
Subject(s) - psychology , disadvantaged , developmental psychology , task (project management) , cognitive development , cognition , psycholinguistics , association (psychology) , expression (computer science) , computer science , law , economics , psychotherapist , programming language , management , neuroscience , political science
The relation of imaginative play to psycholinguistic development was investigated in a sample of disadvantaged preschool children. The children were assigned to high and low play groups based on their level of play organization. The high play group was significantly more mature in overall psycholinguistic development than the low play group. Further analyses revealed that while the groups did not vary in Auditory Reception, the high play group earned more advanced scores on the Auditory‐Vocal Association and Verbal Expression tasks that did the low play group. Moreover, the high play group engaged in more task‐relevant speech during play than did the low play group, although the groups did not differ in amount of task‐irrelevant speech. The role of psycholinguistic, cognitive, and environmental factors in the development and organization of imaginative play was discussed.