Effects of teaching classification on classification, verbal conceptualization, and analogical reasoning in children with developmental language delays

David Tzuriel, Esther B. Isman, Tamar Klung, H. Carl Haywood

    Research output: Contribution to journalArticlepeer-review

    4 Scopus citations

    Abstract

    Children, 4-6 years of age, in special education kindergartens were randomly assigned to a classification training (n = 45) and a comparison (n = 49) group. Children in the training group were taught the Classification unit of Bright Start, whereas those in the comparison group received a regular content-oriented curriculum. Both groups were given pre- and posttests of classification, semantic categories, and conceptual and perceptual analogies. Children who received the classification training improved more on all tests than did those in the comparison group. Significant positive correlations were found between verbal conceptualization and classification, conceptual analogies, and perceptual analogies. Teaching classification appears to have effects that generalize to other domains of language and higher order thinking that are significant in the cognitive development of young children with developmental language delays. The findings support the interplay between thinking and language and positive cognitive developmental effects of training in classification.

    Original languageEnglish
    Pages (from-to)107-124
    Number of pages18
    JournalJournal of Cognitive Education and Psychology
    Volume16
    Issue number1
    DOIs
    StatePublished - 2017

    Bibliographical note

    Publisher Copyright:
    © 2017 Springer Publishing Company.

    Keywords

    • Analogies
    • Bright Start
    • Classification
    • Language delays

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