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Performance of Preschool Girls and Boys on Measures of Field-Independence-Dependence, Reflectivity-Impulsivity, and Verbal Responsiveness [microform] / Melinda Fassett Welles
Bib ID 5231042
Format BookBook, MicroformMicroform, OnlineOnline
Author
Welles, Melinda Fassett
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1971 
117 p. 
Summary

This study was designed to investigate styles of field approach, conceptual organization, and verbal responsiveness in preschool children. These dimensions were described in terms of constructs Witkin, Kagan, and Zigler. Subjects were 23 girls and 23 boys between 50-63 months of age. Measures administered to each subject individually in the same order were the Gerard Rod and Frame, Banta Embedded Figures, Banta Matching Familiar Figures, and Harris Draw-A-Person Tests. Verbal responsiveness was assessed by Kohlberg and Zigler's adaptation of Gewirtz's verbal dependence scale. Data were organized to determine whether field-independence-dependence and reflectivity-impulsivity are identifiable in normal preschool children, and to assess whether sex differences and verbal responsiveness relate to field approach and conceptual style in this population. Results indicated that styles of field approach, conceptual organization, and verbal responsiveness were not only identifiable, but also sex differentiated among normal preschool children. Overall, boys were more field-independent, and girls more verbally responsive. All measures, save Banta's Embedded Figures Test and the Articulation of Body Concept analysis of Harris' Draw-A-Person test, were found appropriate for normal pre-school children. (Author)

Notes

Sponsoring Agency: Office of Economic Opportunity, Washington, DC.

Educational level discussed: Early Childhood Education.

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 Analysis of Variance.  |  Comparative Testing.  |  Conceptual Schemes.  |  Early Childhood Education.  |  Models.  |  Preschool Children.  |  Responses.  |  Sex Differences.  |  Verbal Stimuli.
Other authors/contributors California Univ., Los Angeles. Early Childhood Research Center
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