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The Effect of Science Inquiry on the Abstract Categorization Behavior of Deaf Children. Final Report [microform] / Sister Eunice Boyd and Kenneth D. George
Bib ID 5228127
Format BookBook, MicroformMicroform, OnlineOnline
Author
Boyd, Sister Eunice
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1971 
14 p. 
Summary

The investigation sought to prove that retarded conceptualization behavior of deaf children can be improved by specific compensatory experiences in the manipulation of objects. Twenty-six deaf children of normal intelligence but deficient in language as determined by reading achievement level, ages 10-13 years, were randomly assigned to experimental and control groups. Experimental treatment consisted of participation in 30 30-minute sessions of science inquiry, structured toward the development of classification skills and based on physical manipulation of objects to discover relationships. Pre and posttesting with the Goldstein-Sheerer Object Sorting Test measured categorization level. The experimental subjects demonstrated a significant change in the level of categorization used, indicating that sensory experience, rather than language attainment, was the critical factor in the development of categorization. (KW)

Notes

Sponsoring Agency: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.

Contract Number: OEG-2-700022.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Abstract Reasoning.  |  Classification.  |  Cognitive Processes.  |  Exceptional Child Research.  |  Hearing Impairments.  |  Sensory Experience.
Other authors/contributors George, Kenneth D., author  |  Pennsylvania Univ., Philadelphia. Graduate School of Education
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