Literaturnachweis - Detailanzeige
| Autor/in | Bountrogianni, Marie |
|---|---|
| Titel | A Cross-Cultural Study of the Development of Children's Similarity Judgements. |
| Quelle | (1985), (10 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Abstract Reasoning; Bilingualism; Cognitive Development; Cognitive Measurement; Cognitive Processes; Cross Cultural Studies; Cultural Differences; Cultural Influences; Logical Thinking; Manipulative Materials; Proverbs; Canada |
| Abstract | To investigate similarity judgements in different cultural contexts, the performance of two groups of children on seven similarity tasks and on two tests of metaphor was compared. The 45 Canadian and 45 Canadian-Greek children (ages 5, 8, and 11) had different cultural and linguistic backgrounds but common schooling experiences. The seven tasks were based on a model of similarity thinking focusing on the child's ability to plan and self-correct across the following seven hierarchically-related and developmentally-determined types of thinking: grouping objects on the basis of similarity relationships between elements; equivalence matching across similarity relationships; joining elements into extended strings in which parts organize similar parts; using rules to organize prior knowledge so that the product begins to order parts; planning with task goals to determine how parts can be organized or structured; using task goals innovatively so as to use rules in different ways at the service of the goals; and using the synergy principle. The Proverbs Test (a verbal metaphor test), the Metaphoric Triads Task (a pictorial metaphor test), and the Ravens Colored Progressive Matrices Test were administered. The results showed that the only significant difference was that the Canadian-Greek children performed better on the verbal metaphorical test, which may mean that these children's exposure to cultural proverbs enhanced their abstract recognition skills. The results are discussed with respect to developmental theory, bilingualism, and cross-cultural generalizability of cognitive constructs. (DST) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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