| Abstract: | The relationship between decreases in self-concepts and increases in cognitive abilities involving comparisons was studied with second- through fourth-grade children. One hundred, twenty-six children were given the Self-Perception Profile for Children (SPPC) and were asked to complete several cognitive tasks involing seriation and transitive inference. The tasks included several variations of transitive inference and seriation. Children in higher grades were expected to have higher self-concept ratings and lower scores on cognitive tasks compared to children in lower grades. Regardless of grade, children with higher cognitive scores were expected to have lower, more variable self-concept ratings. Some significant results were found, but they were scattered and did not form a meaningful pattern. This might be explained by the age of the subjects, who may have been just beyond the stage at which self-concepts drop. Most had mastered the simplest task. Thus, possibly only a ,basic understanding of comparisons is requisite. |
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