دانلود مقاله ISI انگلیسی شماره 40155
عنوان فارسی مقاله

تفاوت های بین فرهنگی در رشد شناختی: توجه به روابط و اشیاء

کد مقاله سال انتشار مقاله انگلیسی ترجمه فارسی تعداد کلمات
40155 2012 16 صفحه PDF سفارش دهید محاسبه نشده
خرید مقاله
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عنوان انگلیسی
Cross-cultural differences in cognitive development: Attention to relations and objects
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Journal of Experimental Child Psychology, Volume 113, Issue 1, September 2012, Pages 20–35

کلمات کلیدی
فرهنگ - توجه - شی ادراک - رابطه - توسعه - جستجوی تصویری
پیش نمایش مقاله
پیش نمایش مقاله تفاوت های بین فرهنگی در رشد شناختی: توجه به روابط و اشیاء

چکیده انگلیسی

Growing evidence indicates a suite of generalized differences in the attentional and cognitive processing of adults from Eastern and Western cultures. Cognition in Eastern adults is often more relational and in Western adults is more object focused. Three experiments examined whether these differences characterize the cognition of preschool children in the two cultures. In Experiment 1, 4-year-olds from the two cultures (N = 64) participated in a relational match-to-standard task in two conditions, with simple or richly detailed objects, in which a focus on individual objects may hurt performance. Rich objects, consistent with past research, strongly limited the performance of U.S. children but not Japanese children. In Experiment 2, U.S. and Japanese 4-year-olds (N = 72) participated in a visual search task that required them to find a specific object in a cluttered, but organized as a scene, visual field in which object-centric attention might be expected to aid performance and relational attentional pattern may hinder the performance because of relational structure that was poised by the scene. U.S. children outperformed Japanese children. In Experiment 3, 4-year-olds from both cultures (N = 36) participated in a visual search task that was similar to Experiment 2 but with randomly placed objects, where there should not be a difference between the performance of two cultures because the relational structure that may be posed by the scene is eliminated. This double-dissociation is discussed in terms of implications for different developmental trajectories, with different developmental subtasks in the two cultures.

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