Morphological Structures in the Language of Disadvantaged and Advantaged Children

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Abstract
Two groups of preschool children, 25 culturally disadvantaged and 25 culturally advantaged, were matched by mental age and compared in their ability to apply morphological rules to unfamiliar situations. A comparison of morphology scores between the groups revealed no statistically significant difference. Several hypotheses are advanced to account for the lack of significant differences between the two groups. It is suggested that when relevant variables are controlled, and with respect to the morphological language abilities measured in this study, the labels “culturally disadvantaged” and “culturally advantaged” may be misnomers.

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