Cicourel / Jennings Language Use and School Performance

1. Auflage 2014
ISBN: 978-1-4832-1751-2
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 378 Seiten, Web PDF

Language Use and School Performance presents the results of a study undertaken during 1969-1970 to investigate the link between language use and school performance. A basic theme of this report is that early school experience is probably the most important stage in a child's educational career. The emphasis is on the acquisition and use of language at home and in the primary school. Comprised of seven chapters, this book seeks to clarify everyday school decisions made by school personnel based on the child's performances in particular classroom and testing situations that influence his/her educational career early in life. The discussion begins by focusing on the placement of students in two kindergarten classes in two southern California school districts. More specifically, the chapter examines the practices used by teachers to assign students to classes having particular characteristics; to place them in ability groups within classes; and to promote them to the next grade. Subsequent chapters explore how teachers accomplish classroom lessons; intelligence testing as a social activity; standardized tests as objective/objectified measures of a child's 'competence' in school; and tests and experiments with children. The final chapter outlines some basic theoretical issues in the assessment of the child's performance in testing and classroom settings. This monograph will be a valuable resource for educators, sociologists, and psychologists.

Autoren/Hrsg.

Cicourel, Aaron V.

Jennings, Kenneth H.

Jennings, Sybillyn H. M.

Inhaltsverzeichnis

1;Front Cover;1
2;Intelligence;4
3;Copyright Page;5
4;Table of Contents;6
5;Preface;10
6;CHAPTER 1. HISTORICAL BACKGROUND;14
6.1;Spearman's 1904 Paper;15
6.2;Binet and Simon's Test of Intelligence;19
6.3;Binet and Spearman;21
6.4;Thomson and Spearman;23
6.5;Spearman and Thurstone;26
7;CHAPTER 2. THE STRUCTURE OF INTELLECT;31
7.1;The Theory of Fluid and Crystallized Ability;31
7.2;Guttman's Radex Theory;39
7.3;Guilford's Theory;41
7.4;Gardner's Theory of Multiple Intelligence;47
7.5;Conclusion;53
8;CHAPTER 3. g AND BASIC INFORMATION-PROCESSING SKILLS: THE SEARCH FOR THE HOLY GRAIL;62
8.1;Reaction Time and Intelligence;63
8.2;Inspection Time;75
8.3;Infant Habituation;84
8.4;Conclusion;90
9;CHAPTER 4. MULTIPLE AND COMPLEX CORRELATES OF INTELLIGENCE;93
9.1;Multiple Cognitive Correlates of Intelligence;93
9.2;The Complex Correlates of Intelligence;110
9.3;Componential Analysis;116
9.4;Conclusion;137
10;CHAPTER 5. BEHAVIOR GENETICS OF INTELLIGENCE;139
10.1;Introduction;139
10.2;Twin Studies;141
10.3;Family Studies;150
10.4;Quantitative Estimates;163
10.5;Developmental Behavior Genetics;171
10.6;Special Abilities;177
10.7;Conclusion;180
11;CHAPTER 6. ENVIRONMENTAL DETERMINANTS OF INTELLIGENCE;181
11.1;Between-Family Environmental Effects;181
11.2;Interventionsto Increase Intelligence;187
11.3;Changes in Intelligence Attributable to Education;199
11.4;Within-Family Environmental Influences;209
11.5;The Biological Environment and Intelligence;219
11.6;Conclusion;227
12;CHAPTER 7. BIOLOGICAL CORRELATES OF INTELLIGENCE;228
12.1;Anatomical and Physical Correlates of Intelligence;230
12.2;Functional Properties of the Nervous System and Intelligence;233
12.3;Conclusion;239
13;CHAPTER 8. CONTINUITY AND CHANGE IN INTELLIGENCE;241
13.1;Is Intelligence Fixed?;241
13.2;Life-Span Change;247
13.3;Conclusion;262
14;CHAPTER 9. CORRELATES OF INTELLIGENCE;265
14.1; Intelligence and Education;265
14.2;Intelligence and Occupations;285
14.3;Other Correlates of Intelligence;287
14.4;Conclusion;292
15;CHAPTER 10. GROUP DIFFERENCES IN INTELLIGENCE;293
15.1;Black–
White Differences;293
15.2;The Intelligence of Japanese and Chinese Groups;323
15.3;Gender Differences in Intelligence;330
16;CHAPTER 11. BEYOND IQ: SOCIAL INTELLIGENCE AND PERSONALITY;342
16.1;Social Intelligence;342
16.2;Personality and Intelligence;355
17;CHAPTER 12. EPILOGUE: THE FUTURE OF INTELLIGENCE;362
17.1;Research;362
17.2;The Future of Tests;363
17.3;Literature Cited;370
18;Index;396