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ERIC Number: ED010289
Record Type: RIE
Publication Date: 1965
Pages: 237
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A FIELD DEMONSTRATION OF THE EFFECTS OF NONAUTOMATED RESPONSIVE ENVIRONMENTS ON THE INTELLECTUAL AND SOCIAL COMPETENCE OF EDUCABLE MENTALLY RETARDED CHILDREN.
BLATT, BURTON; GARFUNKEL, FRANK
A PRESCHOOL PROGRAM WITH CHILDREN OF LOW-SOCIOECONOMIC STATUS WAS CONDUCTED TO ENHANCE THEIR EDUCABILITY. THE SAMPLE (N 74) WAS DIVIDED BY RANDOM ASSIGNMENT INTO ONE CONTROL AND TWO EXPERIMENTAL GROUPS. PROVISIONS WERE MADE FOR AN OPTIMAL NURSERY SCHOOL ENVIRONMENT BY (1) HELPING CHILDREN TO FUNCTION SOCIALLY IN A GROUP, (2) PARTICIPATING IN EXPERIENCES DESIGNED TO AROUSE CURIOSITY, AND (3) TRAINING FOR ACQUISITION OF ACADEMIC SKILLS. DURING THE 3-YEAR PROGRAM, A NUMBER OF MEASURING INSTRUMENTS WERE EMPLOYED--(1) COGNITIVE (APTITUDE, ACHIEVEMENT, LANGUAGE), (2) NONCOGNITIVE (PERSONALITY, SOCIAL), AND (3) ENVIRONMENTAL (HOME, FAMILY). THE GROUPS WERE NO DIFFERENT AT THE CONCLUSION OF THE STUDY THAN THEY WERE AT THE BEGINNING. ALSO, NO EVIDENCE WAS OBTAINED TO SUPPORT THE THEORY THAT INTELLIGENCE SCORES CAN BE IMPROVED. IT WAS SUGGESTED THAT ADDITIONAL EFFORT SHOULD BE GIVEN TO THE NATURE-NURTURE INTERACTION, THE TIME TO BEGIN INTERVENTIONS, AND POSSIBLE INTERVENTION MODELS. (JK)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Boston Univ., MA. School of Education.
Identifiers: MASSACHUSETTS; Massachusetts (Boston)