Age/Grade and Social-Class Differences in Descriptions and Inquiries about Games

Abstract

This study explored cognitive performance differences between disadvantaged and middle-class boys on descriptive and inquiry tasks relating to everyday games. Fourth and eighth grade boys from both social classes were asked to describe the game they played most, then to learn a new game using yes-or-no questioning. The interviews were content-analyzed by category of game information and rated for effectiveness of description and inquiry. Grade 8 boys covered a wider array of categories for a description or inquiry of a given length. They were also more likely to explore the object of the game on all tasks. Grade 4 boys more frequently seemed at a loss in generating questions on the inquiry task. Socioeconomic differences were present, favoring middle-class boys, but they were smaller and less consistent than age/grade differences, and somewhat greater at Grade 4. While most Grade 8 boys were able to pursue an inquiry, more middle-class boys seemed involved in the task in a positive and motivated way. Complexity of grade and social-class differences in cognitive performance and the need for further research were discussed.