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Abstract

Two basic questions were investigated. (1) Do beginning kindergarten children from three different community settings (inner-urban, outer-urban, and rural-farm) vary significantly in performance on a Life-Science Concept Acquisition Test (L-SCAT)? (2) What independent variables are the most useful predictors of performance on the L-SCAT?

The L-SCAT was developed by the investigator. It was administered to seventeen subjects from each of the three community settings (N = 51).

Among the results were the following: (1) there were significant differences (p < .05) among the scores made by the subjects; (2) a major source of significance was between outer-urban and inner-urban subjects' mean scores; (3) when all physical, mental, and sociocultural variables were used as predictors, a subject's I.Q. and his chronological age were the most useful predictors of L-SCAT performance; and (4) when sociocultural variables alone were used as predictors, the number of years education of a subject's mother was the most useful predictor of L-SCAT performance.