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ERIC Number: ED211657
Record Type: RIE
Publication Date: 1981-Oct
Pages: 60
Abstractor: N/A
Reference Count: 0
Afro-American Cognitive Style: A Variable in School Success?
Shade, Barbara S.
A review of the literature indicates that black Americans have attempted to adapt to social situations by developing unique cultural patterns and a specific method of organizing and processing information. The latter is manifested in the way they pay attention to social cues, attach subjective meanings to words, show preference for social distance, and use nonverbal communication extensively. This particular thinking style affects cognitive development; observed differences in school success between black students and other groups may be attributed to black students' use of an information processing style which is not the preferred strategy in an educational setting. A stylistic approach to learning which would fit material to children's particular cognitive and affective behaviors may have a positive effect on black school achievement. (Author/MJL)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling.
Identifiers: N/A