THE SIGNIFICANCE OF STIMULI ON CONSERVATION OF NUMBER WITH EDUCABLE MENTALLY RETARDED CHILDREN
作者:
J. V. KAHN,
D. K. REID,
期刊:
British Journal of Educational Psychology
(WILEY Available online 1975)
卷期:
Volume 45,
issue 1
页码: 62-67
ISSN:0007-0998
年代: 1975
DOI:10.1111/j.2044-8279.1975.tb02296.x
出版商: Blackwell Publishing Ltd
数据来源: WILEY
摘要:
Summary.This investigation studied the differential effects of the significance of stimuli on educable mentally retarded (EMR) children in a conservation of number experiment. The sample consisted of 30 low and 30 middle SES children attending classes for the EMR. The effect of using candies or paper‐clips was investigated in Piaget's one‐to‐one correspondence task. A significant interaction between SES and the significance of stimuli was found. This was discussed in terms of the possible misdiagnosis of lower class children, multiple criteria diagnostic procedures, and the relevance of
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