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Article de revue:
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ID no. (ISBN etc.): 00207594
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Clé de citation BibTeX: Mpofu1995
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Mpofu, E. (1995). Antecedents of children's performance on class inclusion tasks: Some zimbabwean evidence. International Journal of Psychology, 30(1), p. p19–33.
Ajoutée par: Lynda Taabane 2007-12-12 14:07:11 Dernièrement modifiée par: Lynda Taabane 2007-12-21 13:27:00
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Résumé
An analysis of covariance hierarchical regression procedure was used to examine children's performance on verbally presented classification tasks in relation to the children's socio-cultural background, age, level of schooling, and sex. Task perception and motivation were entered as covariates. A total of 296 black and white Zimbabwean children took part in the study. Social class membership, age, level of schooling, and sex explained a significant proportion of the variance in performance on the classification tasks, whereas cultural group membership did not. Implications for multicultural perspectives on children's cognitive development are discussed and suggestions made for further research. ABSTRACT FROM AUTHOR Copyright of International Journal of Psychology is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email artic
Ajoutée par: Lynda Taabane Dernièrement modifiée par: Lynda Taabane
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Idées
pdf dispo
Ajoutée par: Lynda Taabane
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