การศึกษาพัฒนาการทางการคิดของเด็กไทย เกี่ยวกับการจัดกลุ่มความเท่าเทียมกันของสิ่งเร้า / ลลิตา ฤกษ์สำราญ = A study on the development of cognitive equivalence of Thai children / Lalita Lerksamran
The purpose of this research was to study the develop¬ment of cognitive equivalence of Thai children by considering the basis on which they classified thing equivalents and the syntax or structure of the categories they form. Two hundred and sixty four subjects were selected by mean of multistage stratified random sampling. Subjects included boys and girls from Prathom Suksa I to Mathayom Suksa 5, ages from six to sixteen. There were six boys and six girls in each age group. 132 subjects came from two schools in the metropolitan area : 66 girls from Mater Dei school and 66 boys from Bangkok Christian College school. The other 132 subjects came from two rural schools : 84 boys and girls from Ban-pa-co school and 48 boys and girls from Kumpawapi school. The instruments utilized for this research were three kinds of stimuli : verbal material, pictures and geometrical pictures. Children were tested individually being asked to classify things by categories and to identify how these things were similar. Data were classified according to the content and the structure used in grouping equivalences. Contents of grouping were devided according to the type of attributes on which equivalent judgements were based : perceptual equivalence, functional equivalence and nominal equivalence. The structures of the groupings formed by children were devided into three general groupings structures : superordinate, complexive and thematic. Raw data were then transformed into percentages. The Chi-square and the Fisher's exact probability tests were utilized in testing significance of difference and interaction. Analysis of the content used in grouping equivalences of the three different materials was made through the interval estimate about proportion.
Moreover, the investigator computed the contingency coefficient (C) to find the relation between the content and the structure used in grouping equivalences. Findings : 1. Children with different ages used content and structure in grouping equivalences differently, significant at the .01 level. 2. Urban and rural children at all age levels did not use content differently in grouping equivalences, significant at the .05 level, except for rural children aged nine and ten who used more perceptual equivalences for pictures and verbal materials than urban children. 3. Urban and rural children at all age level5did not use grouping structures differently, significant at the .05 level, except for rural children aged ten who used more complexive grouping structures for pictures and verbal materials than urban children. 4. Boys and girls did not use content and structure differently in grouping equivalences, significant at the .05 level. 5. Children used different contents in grouping equivalences of different kinds of materials. 6. There was a relationship between the content and the structure used in grouping equivalences, significant at the .01 level.