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ERIC Number: ED020782
Record Type: RIE
Publication Date: 1967-Aug-31
Pages: 152
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
HEAD START EVALUATION AND RESEARCH CENTER, TULANE UNIVERSITY. FINAL REPORT. (TITLE SUPPLIED).
JONES, SHUELL H.
IN PROJECT I, A FREE ASSOCIATION TECHNIQUE WAS USED TO ANALYZE CHILDREN'S VOCABULARIES IN TERMS OF DERIVATIONS OF WORDS USED, THE RELATION OF WORD DERIVATIONS TO THE CHILD'S LANGUAGE LEARNING, AND THE EFFECTS OF DERIVATIONAL STRUCTURE ON COGNITION. IT WAS FOUND THAT "FREE" ASSOCIATIONS TEND TO OCCUR WITHIN "SETS" DEFINED BY WORD SOURCES. PROJECT II INVESTIGATORS USED A 50-ITEM FREE ASSOCIATION RESPONSE TEST TO TRY TO SCALE THE DEGREE OF COGNITIVE DIFFERENCE BETWEEN DIFFERENT SUBGROUPS (COLLEGE STUDENTS AND INSTITUTIONALIZED SCHIZOPHRENICS) IN TERMS OF RESPONSE OVERLAP. HOWEVER, RESPONSE DIFFERENCES DEFIED RATIONAL SYSTEMIZATION. IN PROJECT III, SIXTY 7-YEAR-OLDS AND THEIR FAMILIES (WHITES AND NEGROES WITH LOW INCOMES) TOOK PART IN A PILOT STUDY OF TEACHER-STUDENT INTERACTION AND ITS ROLE IN LEARNING. TWENTY-SIX OF THE CHILDREN WERE DIVIDED INTO THREE EXPERIMENTAL GROUPS AND ATTENDED SCHOOL FOR 6 WEEKS. THROUGH CLINICAL INTERVIEWS, THE TEACHERS' PERSONALITIES WERE EVALUATED. DURING READING CLASSES CHILDREN WERE OBSERVED AND TEACHER INTERACTION NOTED. THE 34 CONTROL CHILDREN HAD NO CLASSES. INITIALLY ALL CHILDREN WERE GIVEN A READING TEST, INTELLIGENCE TEST AND VINELAND SOCIAL MATURITY TEST. THEY WERE ALSO GIVEN POSTTESTS IN READING. THERE WAS NO STATISTICAL SIGNIFICANCE BETWEEN EXPERIMENTAL AND CONTROL GROUPS REGARDING GAIN ON READING TESTS. TEACHER INTERACTION FINDINGS SUGGEST THAT A FIRM, UNDERSTANDING TEACHER AIDS THE LEARNING PROCESS MORE THAN AN OVERLY PERMISSIVE, PERSONAL ONE. THE FIRST 48 PAGES OF THIS DOCUMENT ARE NOT AVAILABLE FROM EDRS. (MS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Tulane Univ., New Orleans, LA.
Identifiers: N/A