| Abstract: | Reports an error in the original article by Amos Handel (Developmental Psychology, 1975Nov], Vol 116], 667-675). On page 667, the sentence beginning on the fourth line in the third paragraph should read: "This trend focuses on process variables, that is, the actual experiences of children which contribute to their cognitive growth, rather than on status variables (social class, race), which are presumed to represent only surface characteristics of the environment (Wolf, 1964,1966).'In Table 1 on page 670, the first entry under the fourth column ("Progressive Matrices") should read: '-05." In Table 2 on page 671, the third entry under the first column ("Independent variable") should read: "C = A + B = background." (The following abstract of this article originally appeared in record 1976-06752-001.) Examined the pattern of relations of attitudinal orientations to cognitive functioning in 950 Israeli 7th graders. Following the 1966 study by J. S. Coleman et al, attitudinal orientations were represented by measures of locus of control, self-concept, and educational aspirations. Multiple regression analyses showed that 18.1-31.6% of the total variance in 4 measures of cognitive functioning was associated with attitudinal orientations, while only 10.6-18.9% of the total variance in these measures was associated with socioeconomic background variables. In the least economically advantaged group, locus of control was the most potent attitude variable; in the complementary 2 groups of higher socioeconomic status, more of the variance in cognitive functioning was associated with self-concept and aspirations than with locus of control. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
