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From higher-order thinking to higher...

Scott, Kristin.

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From higher-order thinking to higher-order behavior: Exploring the relationship between early cognitive skills & social competence in Black boys.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	From higher-order thinking to higher-order behavior: Exploring the relationship between early cognitive skills & social competence in Black boys./
作者:	Scott, Kristin.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2012,
面頁冊數:	56 p.
附註:	Source: Masters Abstracts International, Volume: 74-09.
Contained By:	Masters Abstracts International74-09.
標題:	Black studies. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1534557
ISBN:	9781267947901

From higher-order thinking to higher-order behavior: Exploring the relationship between early cognitive skills & social competence in Black boys.
Scott, Kristin.

From higher-order thinking to higher-order behavior: Exploring the relationship between early cognitive skills & social competence in Black boys. - Ann Arbor : ProQuest Dissertations & Theses, 2012 - 56 p.

Source: Masters Abstracts International, Volume: 74-09.

Thesis (M.S.)--Tulane University, 2012.

This study lies at the intersection of cognitive and social development. It examines the status and growth of higher-order (i.e., abstract) thinking skills (HOTS) and assesses its relation to social competence in Black boys (n = 108) attending publicly sponsored pre-kindergarten (pre-k) programs. Data for the study were collected as part of the National Center for Early Development and Learning (NCEDL) Multi-State study, a national, longitudinal study examining the quality and outcomes in a representative sample of publicly sponsored pre-k programs in six states (n = 240). Pre-k and kindergarten teachers rated randomly selected children on measures of abstract thinking, self-regulation and social functioning at the beginning and end of each school year. Findings from the analyses indicated that, although Black boys' ratings on HOTS were initially low relative to their peers, White girls were the only group from which they significantly differed. From the beginning of pre-k through the end of kindergarten, Black boys significantly increased in HOTS. After controlling for SES, HOTS in Black boys significantly related to differences in their social competence, with strongest associations being linked to the domain of social communication skills. Moreover, Black boys with high-HOTS attained the same if not higher, levels of social competence as their peers. These findings suggest that early intervention to improve HOTS may be an effective way to address concerns about Black boys' social competencies.

ISBN: 9781267947901Subjects--Topical Terms:

2122689
Black studies.
Subjects--Index Terms:

Black/african american

From higher-order thinking to higher-order behavior: Exploring the relationship between early cognitive skills & social competence in Black boys.
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