Cognitive performance and academic achievement of Japanese, Chinese, and American children.
Child Dev
; 56(3): 718-34, 1985 Jun.
Article
em En
| MEDLINE
| ID: mdl-4006575
ABSTRACT
Chinese, Japanese, and American children at grades 1 and 5 were given a battery of 10 cognitive tasks and tests of achievement in reading and mathematics. Samples consisted of 240 children in each grade in each culture. 2 major purposes of the study were to determine possible differences in cognitive abilities of Japanese, Chinese, and American children and to investigate the possible differential relation of scores on cognitive tasks to reading by children of the 3 cultures. Similarity was found among children of the 3 cultures in level, variability, and structure of cognitive abilities. Chinese children surpassed Japanese and American children in reading scores; both Chinese and Japanese children obtained higher scores in mathematics than the American children. Prediction of achievement scores from the cognitive tasks showed few differential effects among children of the 3 cultures. The results suggest that the high achievement of Chinese and Japanese children cannot be attributed to higher intellectual abilities, but must be related to their experiences at home and at school.
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Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Logro
/
Etnicidade
/
Desenvolvimento Infantil
/
Cognição
Tipo de estudo:
Prognostic_studies
Limite:
Child
/
Female
/
Humans
/
Male
País/Região como assunto:
America do norte
/
Asia
Idioma:
En
Ano de publicação:
1985
Tipo de documento:
Article