Beruflich Dokumente
Kultur Dokumente
AN EMPIRICAL INVESTIGATION OF
CLASS AND ETHNIC DIFFERENCES
IN GIVING AND ENACTING
DIRECTIONS
by
1977
COMMITTEE IN CHARGE OF CANDIDACY
iii
ACKNOWLEDGMENTS
iv
TABLE OF CONTENTS
Page
ACKNOWLEDGMENTS iv
vii
LIST OF TABLES
Chapter
l
I. BACKGROUND
5
Aim
II. CONCEPTUAL AND EMPIRICAL FRAMEWORK
OF THE PROBLEM 7
III. OPERATIONALIZATION: "GIVING
DIRECTIONS" 18
IV. A PILOT STUDY: GIVING GEOGRAPHICAL
DIRECTIONS 29
Non-Adequate Directions 34
Adequate Directions 36
Adequate-Plus Directions 38
The Task 41
Audience 43
V. HYPOTHESES 51
VI. METHOD 55
Subjects 55
Procedures 58
VII. FINDINGS 65
Hypothesis 1 65
Hypothesis 2 69
v
Page
Hypothesis 3
Hypothesis 4 80
Hypothesis 5 88
Hypothesis 6 103
Written v. Oral Commun-
ication 116
Grade School and High
School Samples 121
BIBLIOGRAPHY 189
vi
LIST OF TABLES
Table Page
1. Adult Sample 64
viii
Pag
Task Enactnent by Middle and Lower
Class Actors of Directions Given
by Middle and Lower Class
Directors 105
Task Enactment by Middle and Lower
Class Actors of Adequate and
Adequate-Plus Directions Given
by Middle and Lower Class
Directors 108
ix
Page
x
Page
41. Task Enactment of Adequate-Plus
Adult Directions by Grade
School and High School
Actors of Different Social
Class 132
xi
CHAPTER I
BACKGROUND
1
2
Aim
environments.
7
8
responses" (205).
of conduct?
(1940: 76).
complex conduct?
(109).
15
of behavior?
of a particular language-user.
18
19
forms.
behavior.
CHAPTER IV
A PILOT STUDY:
29
30
consisted.
ing directions:
part, explicit.
referent to be useful.
object.
intended.
ing directions:
as an independent variable.
pedagogical.
HYPOTHESES
formulated:
task to encode.
51
52
successfully.
directions.
CHAPTER VI
METHOD
Subjects
teered to participate.
55
56
Procedures
"actors").
variation 1
(four pieces)
variation 2
(five pieces)
NT
design 1
(four pieces)
o
design 2
(six pieces)
was 62%; for the six piece tinker toy task, 40%;
for the four piece puzzle task, 25%; and 15% for
shown in Table 1.
64
Table 1
Adult Sample
Actors
Directors WL WM BL BM T
WLS 12 4 12 4 32
WLC 4 10 6 5 25
WMS 4 8 11 6 29
WMC 9 4 5 4 22
BLS 12 8 22 55 47
BLC 7 8 11 7 33
BMS 4 5 9 5 23
57 51 80 40 228
W = White
B = Black
L = Lower Class
M - Middle Class
FINDINGS
Hypothesis 1
65
66
enacted.
Table 2
Language Mode
used in
Directions successful not successful total
adequate 77 27 104
adequate-plus 17 2 19
95 133 228
these tasks.
Hypothesis 2
puzzle task.
Table 3
Task Enactment
puzzlr 21 76 97
95 133 228
Table 4
Task Enactment
95 133 228
73
Table 5
Language Mode
puzzle 7 34 56 97
Table 6
Language Mode
Tasks adequate-plu s
and adequate non-adequate total
Hypothesis 3
NA directions.
Table 7
Language Mode
Table 8
Language Mode
82 49 131
C=.22).
Hypothesis 3a
the .025 and .05 level for the puzzle tasks. This
Hypothesis 4
Table 9
Language Mode
41 56 97
Table 10
Task Enactment
Subject-
Directors successful not successful total
95 133 228
Table 11
Task Enactment
Subject-
Directors successful not successful total
21 76 97
Table 12
Task Enactment
Subject-
Directors, successful not successful total
74 57 131
Table 13
Language Mode
background.
puzzle tasks.
88
Hypothesis 5
Table 14
Language Mode
WL 23 9 32
WM 22 7 29
BL 20 27 47
BM 17 6 23
82 49 131
Table 15
Language Mode
12 13 25
15 7 22
5 28 33
9 8 17
41 56 97
2
= 17.11, 3df, p .001,
91
Table 16
Task Enactment
WL 29 28 57
WM 27 24 51
BL 22 58 80
BM 17 23 40
95 133 228
Hypothesis 5a
Table 17
Task Enactment
Language Modes
used by
Directors successful not successful total
non-adequate 43 21 64
adequate 40 8 48
adequate-plus 11 0 11
94 29 123
Table 18
Task Enactment
non-adequate 38 8 46
adequate-plus
and adequate 35 1 36
73 9 82
Table 19
Task Enactment
non-adequate 12 17
adequate-plus
and adequate 16 8 24
21 20 41
Hypothesis 5b
Table 20
Task Enactment
Subject-
Actors successful not successful total
94 29 123
Table 21
Ta sk Enactment
Subject-
Actors successful not successful total
white
lower class 27 (84%) 5 (16%) 32 (100%)
white
middle class 19 (76%) 6 (24%) 25 (100%)
black
lower class 30 (70%) 13 (30%) 43 (100%)
Black
middle class 18 (78%) 5 (22%) 23 (100%)
94 29 123
Table 22
Task Enactment
white
lower class 19 19
white
middle class 11 12
black
lower class 30 36
black
middle class 14 16
74 9 83
102
Table 23
Task Enactment
white
lower class 8 5 13
white
middle class 8 5 13
black
lower class 0 7 7
black
middle class 4 3 7
20 20 40
103
Hypothesis 6
Table 24
middle
class 18 22 26 25
lower
class 19 32 32 54
106
(cf. table 7 ) .
Table 24
middle class 18 22 26 25
lower class 19 32 32 54
108
Table 25
Task Enactment
middle
class 18 7 25 13
lower
class 19 4 32 5
109
Table 26
Task Enactment
Black 23 44 16 37
White 25 28 31 24
110
Table 27
Task Enactment
Black 23 8 15
White 25 10 31
112
Table 28
Task Enactment by Actors of Different
Social Class and E t h n i c i t y of Adequate
and Adequate-Plus D i r e c t i o n s Given by
D i r e c t o r s of Different Social Class
and E t h n i c i t y
Actors
WL WM BL BM
Directors S NS S NS S NS S NS
WL 12 0 7 2 6 3 4 1
WM 9 2 3 2 9 5 6 6
BL 4 0 5 0 10 2 3 1
BM 2 3 4 2 5 3 5 2
27 5 19 6 30 13 18
S = successful
other subjects.
114
Table 29
Black Actors
WL directors 6 12 6 3
WM directors 9 5
BL directors 10 23 10 2
BM directors 8 5 3
S = successful
NS = not successful
115
Table 30
BL
Directions all directions adequate-plus and
given to adequate directions
NS S NS
WL 4 15 4 0
WM 5 11 5 0
BL 10 23 10 2
BM 3 9 3 1
S = successful
NS = not successful
116
Table 32
Language Mode
written 31 35 66
oral 10 21 31
41 56 97
Table 33
Language Mode
written 24 29 53
oral 11 6 17
35 35 70
adults.
Table 34
Student Adult
Directions Directions
task NS NS
tinker toy 8
(4-piece)
tinker toy
(6-piece)
puzzle
(4-piece)
puzzle
(5-piece)
22 12 10
S = successful
NS = not successful
124
Table 35
Student Adult
Directions Directions
task NS NS
tinker toy
(4-piece)
tinker toy
(6-piece)
puzzle
(4-piece)
puzzle
(5-piece)
12 12
S = successful
NS = not successful
125
Table 36
Student Adult
Directions Directions
task NS + NS
tinker toy
(4-piece) 2
tinker toy
(6-piece) 0
puzzle
(4-piece) 0
puzzle
(5-piece) 0
16 13
S = successful
NS = not successful
126
so successfully.
Table 37
Student Adult
Directions Directions
task S. NS S NS
tinker toy 6 5 3 1
(4 piece)
tinker toy 3 9 2 2
(6-piece)
puzzle 0 4 2 2
(4-piece)
puzzle 0 3 0 4
(5-piece)
9 21 7 9
S = successful
NS = not successful
128
Table 38
S. NS A+&A NA
Grade School
lower class 2 16 4 14
middle class _9 21 13 11
11 37 17 31
High School
lower class 0 22 2 20
middle class _6 12 _8 10
6 34 10 30
College
lower class 51 86 60 77
middle class 44 47 63 28
95 133 123 105
Language Mode
adequate-plus
Directors and adequate non-adequate total
Grade and 27 61 88
High School
Table 40
Language Mode
grade school 4 14 18
high school 2 20 22
college 60 77 137
66 111 177
Middle class
Directors
grade school 13 17 30
high school 8 10 18
college 63 28 91
84 55 139
Table 41
Task Enactment
Grade School
Actors successful not successful total
lower class 5 13 18
middle class 7 9 16
12 22 34
High School
Actors
lower class 12 10 22
middle class 12 6 18
24 16 40
133
Table 42
Task Enactment
Lower Class
Actors successful not success ful total
grade school 5 13 18
high school 12 10 22
college 5_7 18 75
77 41 115
Middle Class
Actors
grade school 7 9 16
high school 12 6 18
college 37 11 48
56 26 82
DISCUSSION
134
135
communication modes.
Direction 1.
explicit acts.
this assemblage.
stick.
Direction II.
instructions.
Direction III.
Direction IV.
reduce it.
"appropriate holes?"
this.
actions).
as "misinformation."
specified.
possible combinations.
enacted.
overloaded.
another subject.
(level 4 ) .
tasks.
the classes.
the situation.
who had a full-time job and did not live with his
ions for the tinker toy tasks and three for the
from -
A+&A NA
WL 12 13
WM 15 7
BL 5 28
BM 9 8
to -
A+&A NA
WL 12 13
WM 15 7
BL 5 28
BM 9 5
161
used:
A+&A NA
BL total (as in table 13): 25 55
BL (from working families): 17 24
BL (from non-working
families): 8 31
(Raph, 1965).
success.
166
structural.
1976).
directions enacted.
be concluded.
at level 5.
could do.
have continued.
lative deficit."
180
A Final Word
ion modalities.
empirically investigated.
student.
SUMMARY
codes.
language codes.
184
185
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BIOGRAPHY OF THE AUTHOR
Catherine.