Disadvantaged children were tested on the Peabody Picture Vocabulary Test in their own homes or away from home in an office or schoolroom. The overall testing environment was a significant factor influencing the test performance of disadvantaged children who had not attended a Head Start program. Head Start children performed equally well in both…

A total of 146 disadvantaged preschool children were trained in 1 of 3 different types of fantasy activities. The effects of this training were evaluated over a variety of tasks measuring cognitive development and impulse control. (Author/JMB)

Most striking finding was the mean 10-point IQ incn programs which utilize the discovery of such IQ increases as evidence development

Authors suggest a reanalysis of the data and a replication of the experiment described by J. S. Baratz in a previous issue of Child Development (EJ 008 114). (MB)

Children who attended Head Start maintained educationally substantive gains in general cognitive and analytic ability, especially in comparison to children without preschool experience. (PCB)

The current study examined how individual differences in children's temperament and motivation relate to attention skills in children from economically disadvantaged families. A total of 73 motherchild dyads participated in this study. Children were between the ages of 3 and 5, and all attended a Head Start program. Using multiple hierarchical…

Internal-external control (IE) expectancies of disadvantaged Head Start children were compared with those of middle class children in one Montessori and two parent cooperative nursery schools using the Stephens-Delys Reinforcement Contingency Interview IE measure. Middle class groups had significantly higher internal control scores than Head Start…

The present research was designed to contribute to a better understanding of the social forces activated in a heterogeneous preschool setting by studying the way in which heterogeneous and homogeneous groupings influence the social interactions of disadvantaged children with peers and adults. (Authors)

A dynamic cascade model of development of serious adolescent violence was proposed and tested through prospective inquiry with 754 children (50% male; 43% African American) from 27 schools at 4 geographic sites followed annually from kindergarten through Grade 11 (ages 5-18). Self, parent, teacher, peer, observer, and administrative reports…

Findings, confirming the results of an earlier study using a less deprived population, indicated that young black children do not benefit from having the Binet administered in Negro Dialect. (Author)

The Stanford-Binet intelligence test was administered by 104 third- and sixth-grade, disadvantaged black children in Negro non-standard dialect and in standard English. Younger children performed better than older children. No significant differences were found between dialect and standard-English test administrations. (ST)

The question-asking behavior of disadvantaged Mexican-American second-grade children was found readily modifiable using an adult model offering contingent praise. (Authors)

Competing models of the factorial structure of the Pictorial Scale of Perceived Competence and Social Acceptance (PSPCSA) were tested for fit using multisample confirmatory factor analysis. The best fitting model was tested for invariance (a) across samples of middle-class (n251) and economically disadvantaged (Head Start, n=117) kindergarten…