CLASSROOM OBSERVATIONS OF 38 HEADSTART TEACHERS, TAKEN ON FOUR OCCASIONS BY FOUR DIFFERENT OBSERVERS, WERE SCORED FOR SUCH CONTENT CHARACTERISTICS AS (1) AMOUNT AND KIND OF COMMUNICATION WITH THE CHILDREN, (2) STRESS ON OBEDIENCE OR INTELLECTUAL VALUES, AND (3) PHYSICAL-MOTOR SKILLS. THESE SCORES WERE COMPARED WITH THE CHILDREN'S INTELLECTUAL…

THE WORD ASSOCIATIONS OF URBAN SLUM CHILDREN, BOTH NEGRO AND WHITE, WERE STUDIED TO DETERMINE WHAT IMPACT EXTREME SOCIOECONOMIC STATUS DIFFERENCES HAVE ON LANGUAGE DEVELOPMENT. THIS STUDY OF CHILDREN FROM THE LOWEST EXTREME OF THE SOCIOECONOMIC SCALE WAS MADE AS A FOLLOWUP TO AN EARLIER STUDY OF CHILDREN REPRESENTING VARIOUS CULTURAL AND…

PATTERNS OF THE LINGUISTIC DEVELOPMENT OF CHILDREN OF DIFFERENT SOCIOECONOMIC ENVIRONMENTS WERE DETERMINED BY A STUDY OF WORD ASSOCIATIONS. THE RELATION OF RESIDENTIAL AREA, SOCIAL CLASS, OR SUBCULTURAL GROUP MEMBERSHIP TO LINGUISTIC DEVELOPMENT WAS THE MAIN CONCERN OF THE STUDY. EACH MEMBERSHIP GROUP WAS FURTHER CATEGORIZED ACCORDING TO IQ LEVEL,…