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| Autor/in | Williams, Frederick A. |
|---|---|
| Institution | Wilkes Coll., Wilkes-Barre, PA. |
| Titel | The Corresponding Effect of Egocentrism on Concept and Social Development in Young Children. |
| Quelle | (1969), (9 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Development; Conservation (Concept); Developmental Psychology; Educational Testing; Grade 3; Hypothesis Testing; Research Methodology; Research Reports; Role Playing; Social Development; Space Orientation; Test Results |
| Abstract | Following an analysis of work in the area of relationships between concept development and social development, a preliminary research project carried out to examine these relationships is discussed. Piaget's "The Language and Thought of the Child" served as a springboard for the past and present investigations. In the experiment reported, a group of normal pupils compared with a group of gifted pupils were tested on three Piagetian tasks and a measure of social abilities. Piaget predicts accelerated acquisition of concepts in gifted children. Assuming this prediction to be true, it was hypothesized that: (1) concept level on cognitive tasks and the level of socialization measured by a test of role playing ability is significantly higher for gifted children than for their average peers; (2) egocentrism, as measured by Piaget's task of spatial perspectives, is negatively related to scores on a test of role playing ability; and (3) there is a stronger positive relationship between the cognitive task measuring conservation and role playing ability than between the other tasks and role playing ability. In order to test these hypotheses, 20 subjects were chosen from two third-grade classes. Five boys and five girls, matched for sex and age, were randomly selected from a normal third-grade class for the control group; five girls and five boys from the third level gifted class served as the experimental group. The subjects were interviewed individually on three Piagetian tasks and a test of role-playing ability. Results of the study showed that hypothesis one was supported; hypothesis two was not supported; and hypothesis three was supported. (DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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