ERIC Number: ED039268
Record Type: RIE
Publication Date: 1969-Dec
Reference Count: 0
An Exploration of Positional Response Sets in Disadvantaged Children and a Technique for Reduction of Such Sets. Final Report.
This study is concerned with an examination of tendencies among individuals or groups to vary in their selection of certain types of responses when the same choice is presented in some other form, the tendencies being termed "response sets." Positional response sets (PRS), to which multiple-choice type items are prone, have reportedly been relatively ignored in test construction and interpretation. The main results of this study showed that: (1) positional response set behavior occurs with great frequency among preschool disadvantaged children, and that this behavior is subject to modification by training; (2) characteristic group patterns emerge when scores are combined; (3) sex of subjects seem to have some effect on these patterns; (4) age seems to strongly influence the probability of occurrence of PRS in subjects; (5) utilization of a procedure in which subjects are given training in scanning arrays similar to the test arrays resulted in a significant alteration of guessing patterns in relation to the patterns of groups not similarly trained; and, (6) the effect of the training procedures on the choice patterns in the Chinese Letter Naming Task transferred to the situation utilizing the same array arrangements, but different stimuli. Implications of this study for preschool remedial programs are discussed. [Not available in hard copy due to marginal legibility of the original document.] (KG)
Publication Type: N/A
Education Level: N/A
Authoring Institution: New York Univ., NY. Inst. for Developmental Studies.
Identifiers: Chinese Letter Naming Test (Victor)