Socioeconomic Differences in Guessing Strategy on a Binary-Choice Task

Abstract

Because they live in an environment affording fewer rewards for problemsolving behavior, it was hypothesized that lower-class children have come to expect a lower degree of success than their middle-class peers. A binary-choice, card task was used to test the hypothesis with lower- and middle-class kindergarten children. Two maintained and shifted card ratios were presented. Results were interpreted as supportive of the expectancy hypothesis, and suggested that expectancies can be quickly learned. Social-class similarities in problem-solving behavior were also discussed.