Head Start Evaluation and Research Center, the University of Chicago. Report E, Comparative Use of Alternative Modes for Assessing Cognitive Development in Bilingual or Non-English Speaking Children.

Autor/in	Shipman, Virginia C.
Institution	Chicago Univ., IL. Head Start Evaluation and Research Center.
Titel	Head Start Evaluation and Research Center, the University of Chicago. Report E, Comparative Use of Alternative Modes for Assessing Cognitive Development in Bilingual or Non-English Speaking Children.
Quelle	(1967), (1 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	American Indians; Annual Reports; Bilingual Students; Cognitive Development; Cognitive Tests; Culture Fair Tests; Disadvantaged; Evaluation; Non English Speaking; Preschool Children; Test Selection + Suchen Sie Ihr Suchwort? American Indian; Indianer; Annual report; Tätigkeitsbericht; Kognitive Entwicklung; Kognitiver Fähigkeitstest; Evaluierung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Testauswahl
Abstract	In order to assess the feasibility of alternative methods for determining the cognitive development of bilingual or non-English speaking children from a disparate cultural background, 28 Seminole Indian children from two Head Start centers were administered a series of intelligence tests, some based on verbal ability, some not. The tests used were (1) the Ravens Colored Matrices, (2) three Piagetian measures designed to assess the child's stage of concrete operations, (3) two measures of classificatory behavior (class inclusion and object sorting), and (4) the Stanford-Binet. The Ravens test purports to assess a person's present capacity for intellectual activity and has a minumum of verbal requirements. This test showed the least deficit for the Indian children and was a good predictor of the child's functioning on other tasks. The Stanford-Binet showed the children to be very deficient in intellectual ability. The children did poorly on the Piagetian measures, considerably below normative levels. On the sorting tasks, the Indian children scored below urban Negro children who had taken the same test. An appendix containing task descriptions follows this report. (WD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC