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ERIC Number: ED017009
Record Type: RIE
Publication Date: 1968-Jun
Pages: 91
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
AN INVESTIGATION OF THE MODIFIABILITY OF VISUAL INTEGRATIVE ABILITIES IN CHILDREN.
RESNICK, ROBERT J.
IN ORDER TO EXAMINE THE EFFECTS OF TRAINING AND SOCIOECONOMIC CLASS UPON VISUAL INTEGRATIVE ABILITIES AND THEIR RAMIFICATION IN THE THEORIES OF PIAGET AND WERNER, 60 FIRST-GRADE MALE CHILDREN WERE ASSIGNED TO ONE OF THREE TRAINING CONDITIONS. HALF OF THE BOYS WERE FROM A BETTER THAN AVERAGE SOCIOECONOMIC BACKGROUND WHILE THE REMAINDER WERE DRAWN FROM LESS THAN AVERAGE SOCIOECONOMIC BACKGROUNDS. SUBJECTS WERE DRAWN FROM THE KNOX COUNTY SCHOOL SYSTEM AND HAD AT LEAST DULL-NORMAL INTELLIGENCE. THE FOLLOWING HYPOTHESES WERE GENERATED--(1) A DEVELOPMENTAL SEQUENCE FOR PERCEPTUAL INTEGRATED ABILITIES CAN BE ACCELERATED WITH TRAINING, (2) TRAINING WILL BE MORE EFFECTIVE WITH CHILDREN FROM AN ENRICHED HOME ENVIRONMENT AND LESS EFFECTIVE WITH CHILDREN FROM A STILTED HOME ENVIRONMENT, (3) A "RICH" ENVIRONMENT WILL BE MORE CONDUCIVE TO INTEGRATED PERCEPTION, AND (4) THE SPECIFICITY OF THE TRAINING TASKS WILL BE A SIGNIFICANT FACTOR IN A POST-TRAINING TEST OF ABILITY TO PERCEPTUALLY INTEGRATE IN A HIERARCHIC MANNER. THE RESULTS SUPPORTED THE FIRST, SECOND, AND FOURTH HYPOTHESES. THE THIRD HYPOTHESIS SHOWED A TREND IN THE PREDICTED DIRECTION. INTELLIGENCE WAS NOT FOUND TO BE A DETERMINABLE FACTOR IN THE ONTOGENY OF PERCEPTUAL ABILITIES. IMPLICATIONS FOR DEVELOPMENTAL THEORY WERE DISCUSSED. (AUTHOR)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Tennessee Univ., Knoxville.
Identifiers: Peabody Picture Vocabulary Test