Recognizing associations between color and mood in adults, including cross-cultural similarities, this study sought to determine these associations in young children. 18 preschool boys and girls drew faces on 14 colored human figures, each of a different color and sex combination. Mouth drawings were rated as happy, sad, or indifferent. Chi squared analyses showed no support for an effect of color or sex. A strong bias towards a happy mood was noted, irrespective of color.
Summary. 57 beginners in an informal or open‐area programme and 112 in a traditional, formal classroom in a middle class area, apparently well‐matched in perceptual, motor and cognitive skills, were followed through the primary grades. Statistical analysis of achievement data showed that the formal group from the beginning had been more proficient in reading, and later, also in mathematics. There were significant differences between matched groups (N = 43) at the fourth year on seven primary CPQ factors and the second‐order factor Anxiety vs Adjustment. Mean scores, however, with one exception (F) remained well within normal limits. Total Grade, a derived score which concerns estimation of academic success, was higher for the informal children but was predictive of achievement only for the formal group.
A battery of perceptual, visual-motor and intellectual tests was administered to 71 boys and 71 girls as preschoolers. This was the entire enrollment for Grade 1 in a suburban elementary school. Chronological ages at the time of testing ranged from 5.5 to 6.5 yr. The intention was to provide a psychometric description of preschool children who subsequently might have difficulty in acquiring reading skills, with a view to early intervention by means of corrective techniques and appropriate programs. Several variables correlated significantly with reading skills as determined by a standardized reading test at the end of the first year. Reading retardation did not appear to be related to any specific single variable. The Stanford-Binet mental age, a more global measure, seemed most efficient as a predictor of future academic progress. Success in the first year is inversely correlated with the number of developmental deficiencies identified by testing.
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