Access

You are not currently logged in.

Access your personal account or get JSTOR access through your library or other institution:

login

Log in to your personal account or through your institution.

If you need an accessible version of this item please contact JSTOR User Support

A Tutorial Language Program to Develop Abstract Thinking in Socially Disadvantaged Preschool Children

Marion Blank and Frances Solomon
Child Development
Vol. 39, No. 2 (Jun., 1968), pp. 379-389
Published by: Wiley on behalf of the Society for Research in Child Development
DOI: 10.2307/1126952
Stable URL: http://www.jstor.org/stable/1126952
Page Count: 11
  • Read Online (Free)
  • Download ($34.00)
  • Subscribe ($19.50)
  • Cite this Item
If you need an accessible version of this item please contact JSTOR User Support
A Tutorial Language Program to Develop Abstract Thinking in Socially Disadvantaged Preschool Children
Preview not available

Abstract

A specialized language program was developed to facilitate abstract thinking in young deprived children through short, individual tutoring sessions on a daily basis. The role of individual attention in the experiment was controlled through the use of a comparison group which had daily individual sessions without the specialized tutoring. A second comparison group was included which consisted of children who received their usual training in the regular nursery school program. The results show a marked gain in IQ for the groups who received the specialized tutoring and no significant gains for the control groups.

Page Thumbnails

  • Thumbnail: Page 
[379]
    [379]
  • Thumbnail: Page 
380
    380
  • Thumbnail: Page 
381
    381
  • Thumbnail: Page 
382
    382
  • Thumbnail: Page 
383
    383
  • Thumbnail: Page 
384
    384
  • Thumbnail: Page 
385
    385
  • Thumbnail: Page 
386
    386
  • Thumbnail: Page 
387
    387
  • Thumbnail: Page 
388
    388
  • Thumbnail: Page 
389
    389