An Exploratory Analysis of American Indian Children's Cultural Engagement, Fluid Cognitive Skills, and Standardized Verbal IQ Scores

Autor/in	Tsethlikai, Monica
Titel	An Exploratory Analysis of American Indian Children's Cultural Engagement, Fluid Cognitive Skills, and Standardized Verbal IQ Scores
Quelle	In: Developmental Psychology, 47 (2011) 1, S.192-202 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0020803
Schlagwörter	Cultural Activities; American Indians; Intelligence Quotient; Thinking Skills; Cognitive Ability; Verbal Ability; Cultural Influences; Tribes; Socioeconomic Status; Socioeconomic Influences; Cultural Maintenance; Age Differences; American Indian Languages; Elementary School Students; Reservation American Indians; Parents; Caregivers; Educational Attainment; Reading Ability; Recall (Psychology); Inhibition; Developmental Psychology; Child Development; Stroop Color Word Test + Suchen Sie Ihr Suchwort? Cultural activity; Kulturelle Aktivität; American Indian; Indianer; Intelligenzquotient; Denkfähigkeit; Mündliche Leistung; Cultural influence; Kultureinfluss; Tribal society; Stammesgesellschaft; Socio-economic status; Sozioökonomischer Status; Sozioökonomischer Faktor; Age; Difference; Age difference; Altersunterschied; Eltern; Caregiver; Carer; Betreuungsperson; Pfleger; Bildungsabschluss; Bildungsgut; Reading competence; Lesekompetenz; Abberufung; Hemmung; Entwicklungspsychologie; Kindesentwicklung
Abstract	This exploratory cross-sectional study examined fluid cognitive skills and standardized verbal IQ scores in relation to cultural engagement amongst Tohono O'odham children (N = 99; ages 7 to 12 years). Guardians with higher socioeconomic status engaged their children in more cultural activities, and participation in more cultural activities contributed to higher standardized verbal IQ scores. Mean cognitive skill scores varied as a function of age and Tohono O'odham language knowledge. Children who understood and/or spoke Tohono O'odham started out with lower average scores than did children with no language knowledge, but mean scores generally increased in the older age groups such that they were equal to or higher than those of nonspeakers by age 9. Children with higher fluid cognitive skill scores had higher standardized verbal IQ scores than did children with lower scores. (Contains 6 tables and 1 figure.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10