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ERIC Number: EJ960521
Record Type: Journal
Publication Date: 2012-Feb
Pages: 19
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-0020-8566
Comparing Cognitive Performance in Illiterate and Literate Children
Matute, Esmeralda; Montiel, Teresita; Pinto, Noemi; Rosselli, Monica; Ardila, Alfredo; Zarabozo, Daniel
International Review of Education, v58 n1 p109-127 Feb 2012
While it is known that the process of becoming literate begins in early childhood and usually involves several years of schooling, research related to cognitive characteristics has been done mostly on illiterate adults, and information concerning illiterate children is therefore limited. The aim of the present study, involving 21 illiterate and 22 literate Mexican children aged 6 to 13, was to investigate the effects of literacy on neuropsychological characteristics during childhood. The children's performance on 16 cognitive domains of the "Evaluacion Neuropsicologica Infantil" (ENI, Child Neuropsychological Assessment) was examined in three mixed within- and between-groups profile analyses. The results suggest that the effect of literacy observed in adults is already evident in children in almost every task analysed. Moreover, the fact that an age effect was detected for the calculation abilities suggests that maths learning is school- and environment-dependent.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mexico