Cognitive socialization across ethnocultural contexts: literacy and cultural differences in intellectual performance and parent-child interaction.

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: 2010- : Philadelphia : Psychology Press
Original Publication: Provincetown, Mass. : Journal Press

Cognition*/*physiology; Culture* ; Educational Status* ; Intelligence* ; Parent-Child Relations* ; Socialization*; Ethnicity/*psychology; Adult ; Child ; Child, Preschool ; Cross-Cultural Comparison ; Female ; Humans ; Male ; Peru ; United States

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.

Date Created: 20000308 Date Completed: 20000323 Latest Revision: 20211203

20231215

10.1080/00221320009596696

10705586