Language Development of Children in Two Different Rural Environments

Worbois, G. M.

doi:10.2307/1125855

Cited by 5 publications

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“…Worbois (79) has shown that the language development of children in one-room schools is inferior to that of those in consolidated schools. Worbois (79) has shown that the language development of children in one-room schools is inferior to that of those in consolidated schools.…”

Section: Stability Of the Iq And Environmental Effectsmentioning

confidence: 99%

Mental Maturity from Birth to Preadolescence

Worcester¹

1944

Review of Educational Research

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Section: Stability Of the Iq And Environmental Effectsmentioning

confidence: 99%

Mental Maturity from Birth to Preadolescence

Worcester¹

1944

Review of Educational Research

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“…Worbois (85) found that children attend ing consolidated schools showed definite superiority over children attend ing one-room rural schools in the same area. Stalnaker (71) reported that the College Entrance Examination Board's English examination re vealed a definite superiority of the girls over the boys.…”

Section: Language Developmentmentioning

confidence: 99%

Chapter IV: Mental Development During the Preadolescent and Adolescent Periods

Froehlich¹

1944

Review of Educational Research

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Young (2) found the constancy of the IQ to be influenced by the length of interval between tests, types of tests used, IQ level, sex, and chrono logical age. In contrast, Bonney (12) obtained correlations ranging from +.71 to +.93 between IQ ratings separated by an interval of one year. His samples, however, were small. Goldin and Rothschild (30) found correlations of +.80 or higher, for children of Italian parentage, between Henmon-Nelson scores originally obtained in the fourth grade and retests with the same test at the sixth-and eighth-grade levels; but the corre lation was only +.46 for Pintner-Cunningham scores obtained in the first grade and Henmon-Nelson scores obtained in the fourth grade.Hildreth (35) completed her analysis of 149 train and locomotive drawings selected from a continuous series of more than two thousand drawings made by one child between the ages of two and eleven years. A smooth and consistent growth curve, with no sharp breaks or regres sions during the nine-year period, was obtained.Summary statements pertinent to future longitudinal studies were made by Hamalainen (33) on pupil growth in the elementary school, and by Jersild and Fehlman (40) on developmental objectives.

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“…tests may often yield a correct educational or occupational prediction for members of the unskilled or semi‐skilled social strata, not solely because of the presence of some general innate factor, but because of the efficiency of early learning, specifically the learning of forms of language use in special environments. See the work of, Nisbet (1953); Scott and Nisbet (1955: 233–5); Dawe (1942: 200–9); Worbois (1942: 175–80); Kellmer Pringle and Bossio (1958: 142–70); Kellmer Pringle and Tanner (1958: 269–87); Luria and Yudovitch (1959); Vigotsky (1939: 29–54); and Bernstein (1959).…”

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A public language: some sociological implications of a linguistic form

Bernstein¹

2010

British Journal of Sociology

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In an earlier paper an attempt was made to show a relationship between two forms of linguistic expression and the way relationships to objects were established (Bernstein 1958: 159-74). It was argued that one form of language use, called a public language, facilitated thinking of a descriptive order and sensitivity to a particular form of social interaction. In the earlier paper a public language was discussed with reference to its use by the unskilled and semiskilled strata, but approximations to a public language may well be spoken in such widely separated groups as criminal sub-cultures, rural groups, armed forces and adolescent groups in particular situations. Characteristics of a public language are: 1

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Language Development of Children in Two Different Rural Environments

Cited by 5 publications

References 0 publications

Mental Maturity from Birth to Preadolescence

Mental Maturity from Birth to Preadolescence

Chapter IV: Mental Development During the Preadolescent and Adolescent Periods

A public language: some sociological implications of a linguistic form

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