Associative Characteristics of Selected Form Classes for Children Varying in Age and Intelligence

Abstract

Retarded (R), normal (N), and superior (S) children across four age levels were compared on homogeneous responses for six form classes on word-association and word-usage tasks Results generally indicated that rate of development and sequence of development were similar; initial differences in performance levels (R ≤ N; R < S; N = S) were maintained or, in a few instances, increased.

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