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Socio-Economic Status, Social Class and Memory Performance: A Critical Response to Herrmann and Guadagno (1997)

Richardson, John T. E. (1998). Socio-Economic Status, Social Class and Memory Performance: A Critical Response to Herrmann and Guadagno (1997). Applied Cognitive Psychology, 12(6) pp. 593–609.

DOI (Digital Object Identifier) Link: https://doi.org/10.1002/(SICI)1099-0720(1998120)12:6%3C593::AID-ACP579%3E3.0.CO;2-P
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Abstract

Herrmann and Guadagno (1997) reviewed evidence concerning the relationship between memory performance and socio-economic status (SES). As a measure of social stratification, SES is narrow and ethnocentric, and it ignores the role of social prestige, power and status. The selection of research for quantitative analysis and the measure of effect size used by Herrmann and Guadagno are criticized. Across the available corpus of studies, there is a highly significant relationship between SES and memory performance, but this varies systematically from one task to another and between different research studies using the same task. This indicates that the effects of SES on memory are mediated by the content and the context of learning. © 1998 John Wiley & Sons, Ltd.

Item Type: Journal Item
ISSN: 1099-0720
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 49892
Depositing User: John T. E. Richardson
Date Deposited: 06 Jul 2017 12:24
Last Modified: 07 Dec 2018 10:53
URI: http://oro.open.ac.uk/id/eprint/49892
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