Abstract
The present study investigated, under three experimental conditions, the induction of communication messages of 219 7‐and 9‐year‐old children of Anglocelt, Aboriginal, and mainland European heritage in Australia. Children's self‐concept and their teachers' ratings of their classroom behavior were also examined. Hierarchical multivariate and univariate analyses of variance were applied to task‐specific data sets. On the communication task, significant differences were obtained on Condition (C), Sociocultural Group (SG), Age (A), and SG × Sex. On the self‐concept variables, significant differences were obtained on A only. Significant differences on A, SG, and Sex were obtained for the teachers' ratings of children's classroom behavior. Correlations between the communication tasks and behaviour ratings increased systematically as the complexity of the communication tasks increased to the asymptotic levels. The self‐concept measures were uncorrelated to both the communication tasks and teachers' ratings. Results suggest the possibility of effective cognitive mediation and the consistency with which teachers value overt communication.
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