Test stimuli: Representational level with middle class and head start children

Marcia Selland Kierscht, Peter M. Vietze

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

Low income and middle income 4‐ and 5‐year old children were shown stimuli in three forms: objects, colored pictures, and black and white line drawings taken from commonly used assessment instruments, and were asked to label the stimuli. Results indicated that both groups of children labeled the objects more successfully than the pictures, although this discrepancy was greater for the low income children. In addition, order of presentation influenced labeling performance. These results suggest that attention be paid to the representational level of materials used with young children in testing and educational settings.

Original languageEnglish
Pages (from-to)309-313
Number of pages5
JournalPsychology in the Schools
Volume12
Issue number3
DOIs
Publication statusPublished - Jul 1975

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