Literaturnachweis - Detailanzeige
| Autor/inn/en | Daniels, Lenore W.; und weitere |
|---|---|
| Titel | A Comparison of Third Grade Suburban and Inner City Children's Performance on the Standard Administration of the Peabody Picture Vocabulary Test and the Naming of the Peabody Picture Vocabulary Test Plates. |
| Quelle | (1974), (32 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Black Dialects; Black Students; Culture Fair Tests; Disadvantaged Youth; Intelligence Tests; Middle Class Culture; Primary Education; Racial Differences; Research Reports; Response Style (Tests); Verbal Ability; Vocabulary Development; White Students; Peabody Picture Vocabulary Test |
| Abstract | Ninety children were administered the Peabody Picture Vocabulary Test (PPVT) with the standardized administration, as well as an elicited word response task of the PPVT Stimulus Plates. The subjects were inner city black (BIC), inner city white (WIC), and middle class white (WMC) children. The data were analyzed to determine consistency of item errors in standard administration, consistency of naming, and correlations between item errors and naming response. Intra-, inter-, and total group analyses were run. Up through the age of six, the three groups were the same; differentiation emerged after that age, with BIC achieving lowest scores on the PPVT, and WMC achieving highest scores. No significant consistency in item errors was found, though a trend towards difference was seen in the BIC population. No significant difference among groups was found in naming, or in correlation between item error and naming response. The BIC population as well as WMC and WIC had appropriate words and/or concepts for the plates which had been missed on standard PPVT administration, suggesting a lexical/experiential as opposed to a semantic/phonemic difference. (Author/RD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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