都市と農村児童の知能と国語学力に関する研究
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概要
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This investigation was undertaken in order to make a comparison of proficiencies in the national language, scores on the verbal and non-verbal intelligence tests given to city and farm-village children, and to obtain further informations about the relationship of the proficiency in the national language with the score of farm-village children in a verbal intelligence test. The subjects were 100 first graders of two junior high schools in farm-villages, and 115 first graders of two junior high schools in a city. Both groups were given the following tests: group verbal and non-verbal test of intelligence, and a standardized language proficiency test. The results of those three tests are as Table 1. No significant difference were found between the two groups in the variability of scores on the three tests respectively (Table 2), so I made a comparison of mean scores of each test between two groups. A highly significant difference was found in favorof the city group in the verbal intelligence and language proficiency test, but no difference was found in the non-verbal intellgence test. The mean difference amounted to 5.68 in verbal intelligence T-score, 4, 60 in language proficiency T-score (Table 3, 4, 5). The differences of mean scores in verbal and non-verbal intelligence tests of both groups are significant in 0.1 percent level (Table 6). So, these differences are examined in relation to language proficiency. When I caluculated the mean difference in verbal and non-verbal T-scores in relation to higher, middle and lower gradation of the proficiency in the national language, I found the obvious tendency for the group with the higher language proficiency toshow a higher score on the verbal intelligence test than on the non-verbal intelligence test, and theg roup with lower language proficiency shows the reverse tendency (Table 10, 11). An analysis of covariance was carried out in order to discover whether the differences observed in favor of the city group in the verbal intelligence test remained significant, when the two groups were equated for the proficiency in the national language (Table 13).
- 1962-06-30
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