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ERIC Number: ED059570
Record Type: RIE
Publication Date: 1971-Jun
Pages: 14
Abstractor: N/A
Reference Count: 0
The Effect of Science Inquiry on the Abstract Categorization Behavior of Deaf Children. Final Report.
Boyd, Sister Eunice; George, Kenneth D.
The investigation sought to prove that retarded conceptualization behavior of deaf children can be improved by specific compensatory experiences in the manipulation of objects. Twenty-six deaf children of normal intelligence but deficient in language as determined by reading achievement level, ages 10-13 years, were randomly assigned to experimental and control groups. Experimental treatment consisted of participation in 30 30-minute sessions of science inquiry, structured toward the development of classification skills and based on physical manipulation of objects to discover relationships. Pre and posttesting with the Goldstein-Sheerer Object Sorting Test measured categorization level. The experimental subjects demonstrated a significant change in the level of categorization used, indicating that sensory experience, rather than language attainment, was the critical factor in the development of categorization. (KW)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Pennsylvania Univ., Philadelphia. Graduate School of Education.