The effects of grade level and socioeconomic status upon Purdue Elementary Problem-solving Inventory (PEPSI) scores were investigated. Group administrations were conducted in two schools differing in the probable socioeconomic status (SES) of their pupils. Scores increased with grade level and were greater in the higher SES school, though the latter difference accounted for a much smaller proportion of the variance. It was concluded that the PEPSI is usable with most Grade 2 to Grade 6 pupils at both lower and middle socioeconomic levels, and has potential utility in teaching problem-solving skills to gifted children.
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