Literaturnachweis - Detailanzeige
| Autor/inn/en | Meyer, William J.; Egeland, Byron |
|---|---|
| Titel | Changes in Stanford-Binet IQ: Performance Vs Competence. |
| Quelle | (1968), (13 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Blacks; Cognitive Ability; Cognitive Development; Disadvantaged; Inner City; Intelligence Differences; Intelligence Quotient; Intervention; Preschool Children; Summer Programs; Whites; Stanford Binet Intelligence Scale |
| Abstract | This evaluation of cognitive change in Head Start children focused on changes in performance as opposed to changes in competence; specifically, that Binet test performance improves as a function of experience with Binet examiners. The study involved 93 children assigned to four groups who were tested for IQ gains during a 6-week Head Start program in summer, 1968. Group distribution by sex was approximately equal; distribution by race was also equal in Groups I, II, and III. Group IV had only black children with pretest IQ that was meaningfully lower than that of the other groups. Groups were given the initial Stanford-Binet either at home or during the first or second week of school. At the end of the program, each group was again tested. A preliminary analysis of variance of the mean pretest IQ scores and the mean posttest scores showed that the four groups were essentially similar at the beginning and end of the program. These results indicate that, despite the possible variations in teachers and programs and in pretest IQ, overall differences among the groups were small and random indicating that test performance did not improve. Magnitude of change is also discussed in the study. [Not available in hard copy due to marginal legibility of original document]. (MK) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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