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| Predicate | Object |
|---|---|
| rdf:type | |
| lifeskim:mentions | |
| pubmed:issue |
Second Half
|
| pubmed:dateCreated |
1976-1-16
|
| pubmed:abstractText |
Subjects for the present study were 20 retarded, 20 brain-injuried, 20 normal, and 20 disadvantaged children equated for average MA of 4 years 10 months. The study focused on a Concept-Matching task that required subjects to match an index object to one within a multiple-choice array on the basis of function or class. Materials were controlled so that this choice had a conceptual, rather than perceptual, base. Subjects were required to identify objects before proceeding to the Concept-Matching task. It was assumed that Identification responses served as mediators for the Concept-Matching task. Materials consisted of 84 common objects and a duplicate set of drawings. One set of hypotheses predicted that all groups would be hampered by the two-dimensional format for both the Identification and Concept-Matching tasks. A second set of hypotheses pertained to the correlation between Identification and Concept-Matching responses. They predicted (a) significant correlations between Identification and Concept-Matching scores for all groups; (b) a rank order for these correlations as follows: brain-injured greater than normals greater than disadvantaged greater than retardates. Hypotheses dealing with format were confirmed with two exceptions: the retarded and the brain-injured did equally well on the Concept-Matching task in either format. Data concerned with correlations were significant and followed the predicted rank order in the case of three groups: the retarded, disadvantaged, and brain-injured. Results were interpreted in the light of two interrelated theories that emerged from the study: a mediational pattern theory and a coping response theory.
|
| pubmed:language |
eng
|
| pubmed:journal | |
| pubmed:citationSubset |
IM
|
| pubmed:status |
MEDLINE
|
| pubmed:month |
May
|
| pubmed:issn |
0016-6677
|
| pubmed:author | |
| pubmed:issnType |
Print
|
| pubmed:volume |
91
|
| pubmed:owner |
NLM
|
| pubmed:authorsComplete |
Y
|
| pubmed:pagination |
227-56
|
| pubmed:dateRevised |
2011-11-17
|
| pubmed:meshHeading |
pubmed-meshheading:1183799-Brain Injuries,
pubmed-meshheading:1183799-Child, Preschool,
pubmed-meshheading:1183799-Concept Formation,
pubmed-meshheading:1183799-Cultural Deprivation,
pubmed-meshheading:1183799-Humans,
pubmed-meshheading:1183799-Intellectual Disability,
pubmed-meshheading:1183799-Task Performance and Analysis,
pubmed-meshheading:1183799-Verbal Learning,
pubmed-meshheading:1183799-Visual Perception
|
| pubmed:year |
1975
|
| pubmed:articleTitle |
The effects of identifying objects on a concept-matching task performed by four preschool groups.
|
| pubmed:publicationType |
Journal Article
|