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Children's interpretive strategies for class inclusion tasks
Author(s) -
Mpofu Elias
Publication year - 1994
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.2044-8279.1994.tb01086.x
Subject(s) - psychology , inclusion (mineral) , developmental psychology , white (mutation) , class (philosophy) , social class , social psychology , biochemistry , chemistry , artificial intelligence , computer science , political science , law , gene
The study examined children's interpretive strategies for verbally presented class inclusion tasks as related to socio‐cultural background, age and level of schooling. A total of 298 black and white Zimbabwe primary school children took part in the study. Children's performance was considered both qualitatively and quantitatively. Significant social class related differences in children's skill orientation were found. However, no socio‐culturally related differences in children's use of interpretive strategies obtained, although age and level of schooling accounted for a significant proportion of the variance in performance. Implications for psychoeducational practice as well as suggestions for further research are discussed.