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ERIC Number: ED269537
Record Type: RIE
Publication Date: 1983-Jun
Pages: 25
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Implications of Psychological Research for Assessment and Instruction of the Culturally Different. Bilingual Multicultural Education Training Project for School Psychologists and Guidance Counselors.
Hallman, Clemens L.; Fradd, Sandra H.
This paper presents an overview of recent psychological research relevant to the assessment and instruction of culturally and linguistically different students. First, general research by cross-cultural psychologists is described, focusing on the observation that types of thinking and learning behavior are influenced by social organization and environment. Analytical thinking and field independent behavior, for example, are said to be associated with industrial societies, while relational thinking and field dependence are associated with rural and minority cultures. Next, the paper surveys different types of assessment instruments. Many of these testing devices have fallen out of favor, and factors to be considered in choosing and administering assessment tests are outlined. These include: (1) purpose of test; (2) results of test; (3) norming population; (4) language dominance and language proficiency; and (5) previous instruction. Different tests and research related to each of these factors are discussed. The paper describes various teaching techniques that can be adapted for multicultural classrooms. These include: mathemagenics for directing learner attention to broad generalizations or specific culturally relevant details; learning through observation; the use of the kinesthetic modality in combination with visual and auditory modalities; and developing heuristic methods for problem solving. (KH)
Publication Type: Information Analyses; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC.
Authoring Institution: N/A