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Cognitive socialization across ethnocultural contexts: literacy and cultural differences in intellectual performance and parent-child interaction.
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- Author(s): Portes PR;Portes PR; Cuentas TE; Zady M
- Source:
The Journal of genetic psychology [J Genet Psychol] 2000 Mar; Vol. 161 (1), pp. 79-98.- Publication Type:
Comparative Study; Journal Article- Language:
English - Source:
- Additional Information
- Source: Publisher: Psychology Press Country of Publication: United States NLM ID: 2985112R Publication Model: Print Cited Medium: Print ISSN: 0022-1325 (Print) Linking ISSN: 00221325 NLM ISO Abbreviation: J Genet Psychol Subsets: MEDLINE
- Publication Information: Publication: 2010- : Philadelphia : Psychology Press
Original Publication: Provincetown, Mass. : Journal Press - Subject Terms:
- Abstract: A comparative study of parent-child interaction and its relation to children's intellectual achievement is presented. The question of cultural continuities in cognitive development was examined. The cross-national design also illustrates some of the problems encountered when such relationships are studied across social contexts in general. The results suggest that although 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 remain culturally ingrained. Research issues and recommendations for future research and policy are discussed.
- Publication Date: Date Created: 20000308 Date Completed: 20000323 Latest Revision: 20211203
- Publication Date: 20231215
- Accession Number: 10.1080/00221320009596696
- Accession Number: 10705586
- Source:
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