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ERIC Number: ED010643
Record Type: RIE
Publication Date: 1966
Pages: 125
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
THE EFFECT OF PROGRAMMED INSTRUCTION IN SPECIAL SKILLS DURING THE PRESCHOOL PERIOD ON LATER ABILITY PATTERNS AND ACADEMIC ACHIEVEMENT.
LONG, EUGENE R., JR.
GROUPS OF SOUTHERN, RURAL, PRESCHOOL CHILDREN, APPROXIMATELY HALF OF WHOM COULD BE CONSIDERED TO BE CULTURALLY DEPRIVED, WERE USED TO TEST FOUR POSSIBILITIES. THESE WERE THAT (1) INTELLIGENCE MIGHT BE MODIFIABLE, (2) INTELLIGENCE COULD BE VIEWED NOT ONLY AS A SINGLE BEHAVIORAL DOMAIN, BUT ALSO AS A NUMBER OF SUCH DOMAINS, (3) CULTURAL DEPRIVATION COULD IMPLY LOW LEVELS OF INTELLECTIVE FUNCTIONING WHICH RESULT NOT ONLY FROM LACK OF PRIOR STIMULATION BUT ALSO FROM INADEQUATE DISCRIMINATIVE TRAINING, AND (4) TRAINING MIGHT PROFITABLY BE GIVEN IN THE VARIOUS INTELLECTUAL REPERTOIRES IF APPROPRIATE PROGRAMS COULD BE CONSTRUCTED AND IF PRECISE REINFORCING CONTINGENCIES WOULD BE ARRANGED AND CONTROLLED BY MEANS OF AUTOMATED DEVICES. THE RESEARCH WAS DIRECTED BY FIVE QUESTIONS DERIVED FROM THE POSSIBILITIES CONSIDERED. THE CONCLUSIONS WERE--(1) ONLY QUALIFIED ANSWERS TO THOSE QUESTIONS CAN BE GIVEN, (2) THE DATA GATHERED RAISED AS MANY QUESTIONS AS WERE ANSWERED, AND (3) THE POSSIBILITIES CONSIDERED WERE ONLY PARTIALLY SUPPORTED. (TC)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: North Carolina Univ., Chapel Hill.
Identifiers: NORTH CAROLINA; North Carolina (Chapel Hill)