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ERIC Number: ED420018
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 40
Abstractor: N/A
Reference Count: N/A
Cognitive Socialization Practices across Ethnocultural Contexts: How Much Does Literacy Account for Cultural Differences in Intellectual Performance?
Portes, Pedro R.; Cuentas, Tito E.; Zady, Madelon
A comparative study of parent-child interaction and its relation to children's intellectual achievement is presented in examining the question of cultural continuities in cognitive development. Problem-solving behavior of fifth graders with their mothers from urban settings in Peru and the United States (N=64) was videotaped. In contrast to studies where literacy is treated as a context variable, in this study literacy is controlled, defining parent-child interactions centered around a concept formation task. "Cultural continuity" between two western cultures is studied; critical problems in research linking family socialization to individual development are identified. Conceptual issues in cross-cultural research are addressed. The cross-national design also serves to illustrate some of the problems encountered when such relationships are studied across social contexts in general. The results suggest that while interaction characteristics are related to children's intellectual achievement, that relation is moderated by context factors that may operate differently in each culture. The findings are discussed in terms of how literacy mediates parents' teaching styles in ways that are culture sensitive. Research issues and recommendations for future research in this area are addressed. (Contains 3 tables and 69 references.) (EMK)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Peru