ERIC Number: ED140987
Record Type: RIE
Publication Date: 1977-Apr
Reference Count: 0
Class-Inclusion: An Analysis of Responses Under Concrete and Verbal Presentation.
Funk, Patricia E.
Kindergarten through third grade children's responses to concrete and verbal class-inclusion problems were compared under several presentation formats. Children initially had more difficulty with the verbal task which was highly specific in format than with the concrete tasks. These differences, however, were easily eliminated by an extensive probing procedure and children were able to make the same level of responses under both media of presentation. Verbal problems which were non-specific in format were significantly more difficult than highly specific verbal or concrete problems. The findings support the competence-performance distinction for class-inclusion reasoning under different presentation formats. (Author/MS)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, New York, April 4-8, 1977)