Middle- and Working-Class Black and White Children's Speech During a Picture-Labeling Task
Department
Psychology
Document Type
Article
Publication Date
6-1997
Abstract
Examined the speech of 9 middle-class Black, 9 middle-class White, 9 working-class Black, and 9 working-class White preschool children (aged 3.0–5.9 yrs) during a picture labeling task. The groups were found to be similar in levels and forms of labeling. There were class differences and race differences among the Ss: middle-class and White Ss labeled more and provided more information about objects. Results demonstrate the influence of social context in shaping children's labeling and the simultaneous influence of children's independent structuring of their labeling.
Journal Title
The Journal of Genetic Psychology: Research and Theory on Human Development
Journal ISSN
0022-1325
Volume
158
Issue
2
First Page
226
Last Page
240
Digital Object Identifier (DOI)
10.1080/00221329709596664
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