Psychoeducational Appraisal of Disadvantaged Children

Karp, Joan M.; Sigel, Irving E.

doi:10.2307/1169521

Cited by 8 publications

(4 citation statements)

References 29 publications

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“…It is well documented that low-socioeconomic status (SES) children perform less successfully than middlc-SES children in many kinds of academic and experimental situations (e.g., Karp & Sigel, 1965). Successful performance on intelligence and achievement tests requires, in part, that the child has been able to benefit from training situations involving the acquisition and transfer of information and skills.…”

Section: Ralph R Turner West Virginia Universitymentioning

confidence: 99%

Effect of information feedback on matrices learning for differing socioeconomic levels.

Turner¹

1975

Journal of Educational Psychology

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Section: Ralph R Turner West Virginia Universitymentioning

confidence: 99%

Effect of information feedback on matrices learning for differing socioeconomic levels.

Turner¹

1975

Journal of Educational Psychology

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“…5. With adolescents in general, and with juvenile delinquents in particular, many barriers to obtaining accurate self-reports have been identified, including reading difficulties, short attention span, low motivational level, lack of cooperation, failure to comprehend middle-class cultural content and language, and lack of test-taking skills (Freeberg, 1970;Karp and Sigel, 1965;Wirt et al, 1972). Formats of inquiry need to be devised which succeed in overcoming these and other barriers to satisfactory self-reports.…”

mentioning

confidence: 99%

Self-Report Measurement of "Delinquent Orientation" in Institutionalized Delinquent and High School Boys

Peterson

Urban

Vondracek

1975

Correctional Psychologist

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This paper describes the development of a self-report instrument designed to measure "delinquent orientation" as revealed by youths' attitudes, values, beliefs, and goals presumed to be of significance in governing their behavior. A questionnaire was administered to a sample of 299 institutionalized delinquents and a sample of 431 high school students in both urban and rural public secondary schools. The samples were matched on age, family's socioeconomic and educational level, and urban or nonurban residence. The expectation that delinquent youths would be more negatively oriented and hence inclined to produce consistently more critical judgments (in regard to their homes, families, school experiences, and the behavior of others) was not confirmed by the findings of this study. Only with respect to unfavorable judgments of the justice system and its personnel were initial expectations upheld. r over 30 years attempts have been made to find ways ion or over 30 years attempts have been made to find ways in which to understand, predict, and gain control over the occurrence of juvenile delinquency. Despite varied efforts, delinquency remains one of the more serious domestic problems in the United States, as evidenced by: ( 1 ) the high percentage of adolescents who become involved in delinquent activity at some point during their teen years; (2) the high incidence of illegal

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“…The effects of impoverished home and school environments on the disadvantaged child are well documented by studies that compared social-class groups. There is evidence that deprived children with lower socioeconmic status have deficits in linguistic development (Bernstein, 1960(Bernstein, , 1961a(Bernstein, , 1961bDeutsch, RI., 1967;John, 1963;King, 1967;Raph, 1965;Ryckman, 1967), mental ability (Lesser, Fifer, & Clark, 1965), auditory and visual discrimination (Clark & Richards, 1966;Deutsch, M., 1967;Katz & Deutsch, 1964;Katz & Deutsch, 1965), conceptual and categorizing abilities (Deutsch, C., 1966;Deutsch, M., 1967;Klaus & Gray, 1968;Kofsky, 1967;Ryckman, 1967), and on tests of intelligence (Coleman, 1966;Jensen, 1969;Karp & Sigel, 1965).…”

mentioning

confidence: 99%