Focuses on whether developmental trends observed within groups are different between groups (cultures) in three- to six-year-old children in a battery of tests derived from a theoretical model relating to attention, learning, and memory processes. Subjects were selected from Cambridge, Massachusetts and from two lowland villages in Guatemala.…

This study explores intrapsychic structures underlying Marcia's ego identity statuses in terms of separation-individuation patterns. Marcia's Ego Identity Status Interview and Hansburg's Separation Anxiety Test were administered to 140 undergraduates in New Zealand. As predicted, high statuses showed less anxiety than secure attachment or…

Argues that since the successful teaching of reading does not depend on materials and schemes alone, a teacher who fails to acknowledge cultural factors that influence a pupil's ways of knowing will achieve only limited success. (EL)

Provides a detailed linguistic-stylistic analysis of a seven-year-old black child's "sharing time" narrative, a narrative clearly in the oral rather than the literate style. Discusses the danger of oral style children (often minorities) appearing incoherent to the teacher and being given less (and poorer quality) instructional time and…

Reviews traditional cultural values, learning styles, and problems in identifying ethnic groups in the United States. Recommends alternative techniques and strategies in assessing culturally diverse exceptional children. (Author/CI)

In Experiment 1; English-speaking preschool children were given sentence verification task to study development of concept of truth-functional negation. Expereiment 2 was a cross-linguistic replication with Korean-speaking preschool children. Despite same cross-linguistic differences in negation system, Korean-speaking children showed essentially…

New Zealand Pakeha (of European descent) and Samoan school children were asked to name both positive and negative reference to others on three dimensions (general worth, academic success, and popularity). Results confirmed that social and cultural status influence the ways in which children select social information. (KH)

In commenting on Dobbert et al's article (this issue), submits that the guiding principle of cultural anthropology, participant observation, is absent from their field guide. Argues that difficulty in studying cultural transmission cross-culturally is not only related to diversity in content but to deeper differences in metaphysical outlook. (RDN)

Describes the development of a domain-referenced system intended to both describe and classify current writing assignments and to create composition assignments. (HOD)

Reports on the Council of Europe's joint European-American seminar that deals with teaching about the United States in secondary schools in Western Europe. (MD)

Data from the 1976 Survey of Income and Education indicate that: (1) the variable of years since immigration does not affect employment rate or annual hours worked of male Hispanic immigrants; (2) the labor supply of immigrants exceeds that of nonimmigrants; and (3) the immigration experience probably leads to the high Hispanic labor supply. (CJM)

Teachers need to be prepared to teach children who are culturally different and socially or economically disadvantaged. Personal assessment of attitudes toward student differences and data collection to provide information on individual students will help the teacher prepare an accepting classroom environment. Suggested activities for teacher use…

Argues that the United States already possesses the knowledge necessary for educational change and improvement but that leadership, will, and commitment are lacking. (CMG)

Discusses the issue of access to higher education in Canada and suggests that those who do not gain entry share common social and cultural properties. Recommends three strategies for enhancing accessibility: a monitoring system, compensatory education programs, and financial assistance programs. (JAC)

How should society balance the needs of the common culture against the needs of particular groups? Is it possible to have an American community that is both integrated and pluralistic? Article considers these questions as they relate to the position of black citizens and students. (Author/RK)