The cognitive use of language by disadvantaged and nondisadvantaged children

The cognitive use of language was evaluated among sixth-grade disadvantaged and nondisadvantaged children by eliciting spontaneous language samples in response to a series of 14 auditory stimuli, each depicting one or more human and/or mechanical sounds. -responses were analyzed according to the following dimensions: (a) units of thought: (b) concept formation; (c) parts of the sound responded to; (d) integration; (e) manner of verbalization; and (f) identification. Disadvantaged children manifested significantly fewer units of thought than their advantage counterparts. Several significant trends were noted for several of the remaining dimensions and were discussed. The general cognitive styles of the subject groups were related to the field-dependency-independency dichotomy described in the literature by Witkin and his associates.