@phdthesis{frentz_childrens_1970,
	address = {Madison, WI},
	type = {Ph.{D}. {Dissertation}},
	title = {Children's comprehension of standard and {Black} {English} sentences},
	url = {https://eric.ed.gov/?id=ED056050},
	abstract = {Recent research has found that user performance varied as a function of dialect in a sentence production-type task. The present tense, singular-plural grammatical distinction marked by inflection was the distinction considered in the present study. A group of 30 white and 30 black, third-grade children were presented an array of 32 sentence-picture combinations. The sentences varied between standard and black English and between singular and plural, while the pictures varied between singular and plural. The Ss saw a picture projected on a screen and then heard a sentence through earphones. A S's task was to press either a "means same" or a "means different" button depending upon whether the sentence and picture had similar or different grammatical markings. Results included: (1) No significant race by dialect interaction was found; (2) Combined S performance with black English sentences did not differ significantly from such performance with standard English sentences; (3) White children performed significantly better than black children in terms of the correctness of response measure only in singular sentence conditions; (4) Plural sentence/plural picture combinations required shorter response latencies than any other sentence-picture combinations.},
	school = {University of Wisconsin Madison},
	author = {Frentz, Thomas Stanley},
	year = {1970},
}

{"_id":"EkZyvFPLGRv3gzPSa","bibbaseid":"frentz-childrenscomprehensionofstandardandblackenglishsentences-1970","authorIDs":[],"author_short":["Frentz, T. S."],"bibdata":{"bibtype":"phdthesis","type":"Ph.D. Dissertation","address":"Madison, WI","title":"Children's comprehension of standard and Black English sentences","url":"https://eric.ed.gov/?id=ED056050","abstract":"Recent research has found that user performance varied as a function of dialect in a sentence production-type task. The present tense, singular-plural grammatical distinction marked by inflection was the distinction considered in the present study. A group of 30 white and 30 black, third-grade children were presented an array of 32 sentence-picture combinations. The sentences varied between standard and black English and between singular and plural, while the pictures varied between singular and plural. The Ss saw a picture projected on a screen and then heard a sentence through earphones. A S's task was to press either a \"means same\" or a \"means different\" button depending upon whether the sentence and picture had similar or different grammatical markings. Results included: (1) No significant race by dialect interaction was found; (2) Combined S performance with black English sentences did not differ significantly from such performance with standard English sentences; (3) White children performed significantly better than black children in terms of the correctness of response measure only in singular sentence conditions; (4) Plural sentence/plural picture combinations required shorter response latencies than any other sentence-picture combinations.","school":"University of Wisconsin Madison","author":[{"propositions":[],"lastnames":["Frentz"],"firstnames":["Thomas","Stanley"],"suffixes":[]}],"year":"1970","bibtex":"@phdthesis{frentz_childrens_1970,\n\taddress = {Madison, WI},\n\ttype = {Ph.{D}. {Dissertation}},\n\ttitle = {Children's comprehension of standard and {Black} {English} sentences},\n\turl = {https://eric.ed.gov/?id=ED056050},\n\tabstract = {Recent research has found that user performance varied as a function of dialect in a sentence production-type task. The present tense, singular-plural grammatical distinction marked by inflection was the distinction considered in the present study. A group of 30 white and 30 black, third-grade children were presented an array of 32 sentence-picture combinations. The sentences varied between standard and black English and between singular and plural, while the pictures varied between singular and plural. The Ss saw a picture projected on a screen and then heard a sentence through earphones. A S's task was to press either a \"means same\" or a \"means different\" button depending upon whether the sentence and picture had similar or different grammatical markings. Results included: (1) No significant race by dialect interaction was found; (2) Combined S performance with black English sentences did not differ significantly from such performance with standard English sentences; (3) White children performed significantly better than black children in terms of the correctness of response measure only in singular sentence conditions; (4) Plural sentence/plural picture combinations required shorter response latencies than any other sentence-picture combinations.},\n\tschool = {University of Wisconsin Madison},\n\tauthor = {Frentz, Thomas Stanley},\n\tyear = {1970},\n}\n\n","author_short":["Frentz, T. S."],"key":"frentz_childrens_1970","id":"frentz_childrens_1970","bibbaseid":"frentz-childrenscomprehensionofstandardandblackenglishsentences-1970","role":"author","urls":{"Paper":"https://eric.ed.gov/?id=ED056050"},"metadata":{"authorlinks":{}},"downloads":0},"bibtype":"phdthesis","biburl":"https://bibbase.org/zotero/CorpusAAL","creationDate":"2020-07-08T01:37:09.891Z","downloads":0,"keywords":[],"search_terms":["children","comprehension","standard","black","english","sentences","frentz"],"title":"Children's comprehension of standard and Black English sentences","year":1970,"dataSources":["Zrw6Wo9KYAYbqQ78C"]}