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Cognitive Consequences of Contrasting Pedagogies: The Effects of Quranic Preschooling in Morocco.
Peer reviewed Peer reviewed
Wagner, Daniel A.; Spratt, Jennifer E. – Child Development, 1987
Results indicate specific and positive effects of Quranic schooling on serial memory but not on other memory or cognitive tasks. These findings replicate earlier reports that Quranic schooling affects specific (and not general) memory skills. (PCB)
Descriptors: Cognitive Development, Cultural Differences, Foreign Countries, Memory
The Development of Informal and Formal Mathematical Thinking in Korean and U.S. Children.
Peer reviewed Peer reviewed
Song, Myung-Ja; Ginsburg, Herbert P. – Child Development, 1987
Examined (1) whether Korean children exhibit superior levels of mathematics achievement, compared to U.S. children; (2) whether an early advantage in informal mathematical thinking contributes to superiority in mathematical achievement; and (3) whether the superior achievement of Korean children is qualitatively different from that of U.S.…
Descriptors: Classroom Techniques, Cross Cultural Studies, Cultural Differences, Family Influence
Mother-Child Interaction around a Teaching Task: An African-American Comparison.
Peer reviewed Peer reviewed
Dixon, Suzanne D.; And Others – Child Development, 1984
A total of 36 American and African mothers and their children in three age cohorts from 6 to 36 months of age interacted around age-appropriate teaching tasks. Major behavioral differences between cultural groups and tasks were demonstrated. (Author/RH)
Descriptors: Comparative Analysis, Cross Cultural Studies, Cultural Differences, Infants
Mathematics Classrooms in Japan, Taiwan, and the United States.
Peer reviewed Peer reviewed
Stigler, James W.; And Others – Child Development, 1987
Studies were conducted in Chinese, Japanese, and American classrooms during mathematics classes. Large cross-cultural differences were found in variables related to classroom structure and management. These paralleled differences in mathematics achievement among China, Japan, and the United States. (PCB)
Descriptors: Classroom Techniques, Cross Cultural Studies, Cultural Differences, Educational Practices
Perceived Parental Acceptance-Rejection and Parental Control among Korean Adolescents.
Peer reviewed Peer reviewed
Rohner, Ronald P.; Pettengill, Sandra M. – Child Development, 1985
Uses two self-report questionnaires in reporting that perceptions of Korean youth regarding parental control correlate positively with perceived parental warmth and low neglect. Findings contrast with studies on North American youth. Cultural variables contributing to the differences in the patterns of correlation among the Korean versus American…
Descriptors: Adolescents, Childhood Attitudes, Comparative Analysis, Cultural Differences
The Self-Perception of Competence by Chinese Children.
Peer reviewed Peer reviewed
Stigler, James W.; And Others – Child Development, 1985
Harter's Perceived Competence Scale for Children was administered to 714 Taiwanese fifth graders; results were compared with those from American samples. Cultural differences were found. Results among Chinese replicate the measures' factorial validity and, across the two groups, indicate a high correlation between perceived cognitive competence…
Descriptors: Academic Achievement, Cognitive Ability, Comparative Analysis, Competence
Ethnic, Gender, and Age Preferences among Deaf and Hearing Preschool Peers.
Peer reviewed Peer reviewed
Lederberg, Amy R.; And Others – Child Development, 1986
Examines the ethnic, age, and gender playmate perferences of deaf and hearing preschoolers who were observed during outdoor free play at their respective schools over a 7-month period. Hispanic, black, and white children were included. (HOD)
Descriptors: Behavior Patterns, Comparative Analysis, Cultural Differences, Cultural Influences
Cognitive Performance and Academic Achievement of Japanese, Chinese, and American Children.
Peer reviewed Peer reviewed
Stevenson, Harold W.; And Others – Child Development, 1985
Chinese, Japanese, and American children at grades 1 and 5 were given a battery of 10 cognitive tasks and tests of achievement in reading and mathematics. Goals were to determine (1) possible differences in cognitive abilities and (2) the possible differential relation of scores on cognitive tasks to reading by children of the three cultures.…
Descriptors: Academic Achievement, Cognitive Ability, Cross Cultural Studies, Cultural Differences
Structural Equation Models in the Social and Behavioral Sciences: Model Building.
Peer reviewed Peer reviewed
Anderson, James G. – Child Development, 1987
Demonstrates how structural equation modeling can be used to translate a verbal theory into a mathematical model that can be estimated and tested, and from which inferences can be drawn. Data used was taken from a previous study of the effects of family socialization on the formation of achievement values and self-concept. (Author/RH)
Descriptors: Academic Achievement, Anglo Americans, Cultural Differences, Demography