Verbal Facilitation of Class-Inclusion Reasoning: Children Tested in Their Dominant or Subordinate Language

Abstract

Two explanations for verbal facilitation of class-inclusion reasoning have been suggested. One attributes the effect to differences in the interpretation of linguistic cues. The other considers the effect to be a product of distracting perceptual cues. 44 male and 44 female, third and fifth grade Mexican-American children categorized as either English- or Spanish-language dominant were presented both verbal and pictorial type class-inclusion questions. Half of the children were tested in their dominant language, the other half in their subordinate language. Results indicate that the verbal-type questions produced more correct responses than the pictorial questions. It is concluded that verbal facilitation is due to absence of distracting perceptual cues.