Children's interpretive strategies for class inclusion tasks

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9 Citations (Scopus)


The study examined children's interpretive strategies for verbally presented class inclusion tasks as related to socio‐cultural background, age and level of schooling. A total of 298 black and white Zimbabwe primary school children took part in the study. Children's performance was considered both qualitatively and quantitatively. Significant social class related differences in children's skill orientation were found. However, no socio‐culturally related differences in children's use of interpretive strategies obtained, although age and level of schooling accounted for a significant proportion of the variance in performance. Implications for psychoeducational practice as well as suggestions for further research are discussed. 1994 The British Psychological Society

Original languageEnglish
Pages (from-to)77-89
Number of pages13
JournalBritish Journal of Educational Psychology
Issue number1
Publication statusPublished - Feb 1994
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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