LEVEL OF ABSTRACTION IN THE WRITTEN COMPOSITIONS OF CHILDREN VARYING IN INTELLIGENCE AND AGE

LEVEL OF ABSTRACTION IN THE WRITTEN COMPOSITIONS OF CHILDREN VARYING IN INTELLIGENCE AND AGE

WRITTEN COMPOSITIONS WERE OBTAINED FROM 48 CHILDREN, FOUR FROM EACH AGE GROUP FROM EIGHT THROUGH 11, ASSIGNED TO THREE IQ GROUPS--RETARDED, NORMAL, AND SUPERIOR. USING SEVERAL OF THE FLESCH CRITERIA (WHICH USE NUMBER OF SYLLABLES, AVERAGE SENTENCE LENGTH, AND NUMBER OF DEFINITE WORDS AS INDICES), CO...

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Bibliographische Detailangaben
1. Verfasser: TILLMAN, MURRAY H
Format: Text Resource
Sprache:eng
Schlagworte:
Abstract Reasoning
Age Groups
Children
English Instruction
Flesch
Intelligence Quotient
Language Research
Language Styles
Writing (Composition)
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Zusammenfassung:WRITTEN COMPOSITIONS WERE OBTAINED FROM 48 CHILDREN, FOUR FROM EACH AGE GROUP FROM EIGHT THROUGH 11, ASSIGNED TO THREE IQ GROUPS--RETARDED, NORMAL, AND SUPERIOR. USING SEVERAL OF THE FLESCH CRITERIA (WHICH USE NUMBER OF SYLLABLES, AVERAGE SENTENCE LENGTH, AND NUMBER OF DEFINITE WORDS AS INDICES), COMPOSITIONS WERE SCORED FOR DEFINITENESS OF STYLE. RESULTS INDICATED THAT TWO CRITERIA, DEFINITE WORDS AND FLESCH'S FORMULA R, WERE ASSOCIATED WITH MENTAL AGE AND IQ PROVIDED A MEANS FOR DISTINGUISHING COMPOSITIONS WRITTEN BY THE SUPERIOR IQ GROUP FROM THOSE WRITTEN BY THE NORMAL AND RETARDED CHILDREN. INCREASES IN AGE WERE NOT ASSOCIATED WITH INCREASES IN STYLISTIC GENERALITY FOR THE AGE RANGE SAMPLED. (AUTHOR/DL)