The purpose of this investigation was to assess the development of the concept of class inclusion as related to: order of presentation of materials, type of question, the relationships between perceptual and verbal capabilities and race. A sample of 208 children whose ages ranged from 5 years 6 months to 9 years 6 months was drawn from a school serving a racially mixed middle socioeconomic class American community. Of the total number, there were 113 Caucasian and 95 Negro children. For purposes of analysis, the sample was divided into eight one-half year age groupings. The results indicate that for the age classifications used (1) order of presentation of the materials was not a significant variable, (2) questions which mention the class last are generally easier to solve than those questions which mention the class then the part, (3) the Caucasian children showed a clear developmental trend whereas the Negro children tested did not, (4) the Progressive Matrices test was a significant predictor for the Caucasian but not for the Negro children and (5) the Peabody test was not significantly related to class inclusion for either the Caucasian or Negro children.

Keywords:
Development, Class inclusion, Perception, Language, Ethnicity, Order of presentation
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© 1971 S. Karger AG, Basel
1971
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