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ERIC Number: ED020017
Record Type: RIE
Publication Date: N/A
Pages: 25
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
MOTIVATIONAL FACTORS AND IQ-CHANGES IN CULTURALLY DEPRIVED CHILDREN ATTENDING NURSERY SCHOOL.
ZIGLER, EDWARD; BUTTERFIELD, EARL C.
RECENT STUDIES HAVE INDICATED THAT (1) COGNITIVE ABILITY, (2) AMOUNT AND KIND OF INFORMATION LEARNED TO DATE, AND (3) MOTIVATIONAL FACTORS ALL CONTRIBUTE TO THE INTELLECTUAL FUNCTIONING OF CULTURALLY DEPRIVED CHILDREN. THE PURPOSE OF THIS STUDY WAS TO TEST THE EFFECT OF COGNITIVE ACHIEVEMENT AND MOTIVATIONAL FACTORS ON INTELLIGENCE TEST SCORES. STANFORD-BINET TESTS, FORM LM, WERE ADMINISTERED TO 40 NURSERY SCHOOL CHILDREN AND 12 NONNURSERY SCHOOL CHILDREN. AT THE BEGINNING OF THE NURSERY SCHOOL PROGRAM, THE NURSERY AND NONNURSERY CHILDREN RECEIVED INTELLIGENCE TESTS BY BOTH THE STANDARD AND OPTIMALLY-MOTIVATING PROCEDURES. THIS PROCESS WAS REPEATED ABOUT 7 MONTHS LATER, NEAR THE END OF THE NURSERY PROGRAM. IT WAS HYPOTHESIZED THAT (1) STANDARD TESTING PROCEDURES UNDERESTIMATE THE CULTURALLY DEPRIVED CHILD'S INTELLIGENCE, SO THAT INITIAL OPTIMAL TEST SCORES SHOULD BE HIGHER THAN INITIAL STANDARD TEST SCORES, (2) INCREASES IN STANDARD IQ SCORES SHOULD BE GREATER FOR THE NURSERY THAN FOR THE NONNURSERY CHILDREN, AND (3) THE CHILD'S MOTIVATIONAL STRUCTURE SIGNIFICANTLY AFFECTS TEST SCORES. THE EXPERIMENTAL RESULTS REQUIRED THE ACCEPTANCE OF ALL THREE HYPOTHESES. IT WAS CONCLUDED THAT THE NURSERY SCHOOL CHILDREN DID NOT INCREASE THEIR INTELLECTUAL ABILITY DURING THE NURSERY SCHOOL PROGRAM BUT BECAME BETTER ABLE TO USE THE INTELLECTUAL CAPACITY THAT THEY ALREADY HAD. (WD)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Yale Univ., New Haven, CT.
Identifiers: Stanford Binet Intelligence Scale