ERIC Number: ED033476
Record Type: RIE
Publication Date: 1969-Jun
Reference Count: 0
The Fixed-Sequence Hypothesis: Ethnic Differences in the Development of Spatial Reasoning.
Feldman, David H.
This research tests the implicit assumption that cognitive development is independent of ethnic background. The testing instrument used was a newly designed spatial reasoning test intended to reflect the sequence of acquisition of skills requisite to map reading and drawing. A sample of 270 black, Chinese, and white subjects (90 each at the 5th, 7th, and 9th grade levels and of equivalent social class) were tested. The mean differences in map-reading ability between ethnic and age groups were significant. The data also support the proposition that each ethnic group has a unique fixed rate and sequence of cognitive development. Some support was evident for four secondary hypotheses: (1) positive correlation between map-reading scores (MS) and map drawing catagories (MC); (2) a significant increase in MS with grade level; (3) an increase in students' reasoning level as MC increased; and (4) an MS order of achievement for the three ethnic groups consistently occurring, (Chinese / white / black). A related document is EA 002 533. (LN)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.