Premium
THE FORMATION AND EXTENSION OF CLASS CONCEPTS IN PRIMARY SCHOOL CHILDREN
Author(s) -
STONES E.,
HESLOP J. R.
Publication year - 1968
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1968.tb02018.x
Subject(s) - psychology , developmental psychology , extension (predicate logic) , computer science , programming language
S ummary . The aims of the investigation were (1) to establish the extent to which Vigotsky's model of concept formation applied to English primary school children; (2) to examine the relationships between age, verbal ability, non‐verbal ability and levels of thinking; and (3) to examine the relationship between level of thinking and performance in tests of transfer. 60 primary school children aged 6 years to 11 years were given the Vigotsky sorting task and specially constructed tests of extension (or transfer). It was found that the Vigotsky model was appropriate although the subjects showed little evidence of thinking at the lowest level. Verbal ability was associated more closely with conceptual thinking than the other measures. Performance on tests of transfer was highly correlated with level of thinking in the concept forming situation.