Abstract
2 psycholinguistic tasks, designed to assess speech imitation and speech comprehension abilities, were administered to 16 lower-class Negro children and 16 middle-class white children. The average age for the children in each group was 5 years. The study was carried out to discover whether gross environmental differences between the 2 groups would be reflected in their verbal performances. The children were tested for their control of 13 common syntactic structures. The results indicated that the middle-class white children's performance was superior to that of the lower-class Negro children, even when differences between their dialect and standard English were taken into consideration. Several possible sources of the group differences are examined.
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