儿童认知测试成绩中的社会阶层不平等：两项英国出生队列研究中相似性测试成绩的比较

Q3 Social Sciences

Swiss Journal of Sociology Pub Date : 2023-07-01 DOI:10.2478/sjs-2023-0015

V. Gayle, R. Connelly

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引用次数: 0

摘要

摘要本文有助于社会学理解儿童相似性测试成绩中的社会阶级不平等。我们对两组相隔30年出生的英国儿童进行了比较分析。在两个队列中都存在类似的负相关关系。出生在弱势社会阶层家庭的孩子的童年相似性测试分数较低。这是重要的，因为这些孩子进入中学时，逻辑思维、概念形成和抽象推理的能力受到限制。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Social Class Inequalities in Children’s Cognitive Test Scores: Comparing Similarities Test Scores in Two British Birth Cohort Studies

Abstract This paper contributes to the sociological understanding of social class inequalities in childhood similarities test scores. We undertake a comparative analysis of two cohorts of British children born 30 years apart. There is a similar negative relationship in both cohorts. Children born in families in the less advantaged social classes have lower childhood similarities test scores. This is consequential because these children enter secondary school with restricted capabilities in logical thinking, concept formation and abstract reasoning.

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来源期刊

Swiss Journal of Sociology Social Sciences-Social Sciences (all)

CiteScore

1.50

自引率

0.00%

发文量

审稿时长

50 weeks

期刊介绍： The Swiss Journal of Sociology was established in 1975 on the initiative of the Swiss Sociological Association. It is published by Seismo and appears three times a year with the support of the Swiss Academy of Humanities and Social Sciences. Since 2016, all the articles of the Swiss Journal of Sociology are available as open access documents on De Gruyter Open: https://www.degruyter.com/view/j/sjs The journal is a multilingual voice for analysis and research in sociology. It publishes work on the theory, methods, practice, and history of the social sciences in English, French, or German. Although a central aim of the Journal is to reflect the state of the discipline in Switzerland as well as current developments, articles, research notes, debates, and book reviews will be accepted irrespective of the author’s nationality or whether the submitted work focuses on this country. The journal is understood as a representative medium and therefore open to all research areas, to a plurality of schools and methodological approaches. It neither favours nor excludes any research orientation but particularly intends to promote communication between different perspectives. In order to fulfil this aim, all submissions will be refereed anonymously by at least two reviewers.