Literaturnachweis - Detailanzeige
| Autor/inn/en | Curenton, Stephanie M.; Wilson, Melvin N.; Lillard, Angeline S. |
|---|---|
| Titel | Black Preschoolers' Social Cognition: Storytelling and False Belief. |
| Quelle | (2000), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Black Students; Cognitive Development; Comparative Analysis; Low Income Groups; Performance Factors; Preschool Children; Preschool Education; Racial Differences; Social Cognition; Story Telling |
| Abstract | Noting that the lower performance of low-income children on false belief tasks in comparison to that of middle-income children has not been adequately explained, this study examined the possibility that black children's experiences and talents with storytelling may facilitate their performance on false belief tasks when narrative questions are used. Participating in the study were 36 black and 36 white low-income preschool children (average age 53 months). The children were given two types of false belief (FB) tasks, standard and narrative FB tasks. It was hypothesized that black children would perform better than white children on narrative FB tasks and that black children would perform better on narrative questions than they would on standard questions. Results indicated that black children's scores on the standard and narrative questions were equivalent, but that white children's narrative FB scores were significantly lower than their standard FB scores. Overall, black children had higher scores than white children on narrative questions. Black children's cultural experience with storytelling is cited as a possible reason for their performance on FB tasks. (Contains 14 references.) (KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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