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The development of American and Chinese children's understanding of distance, time, and speed interrelations.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The development of American and Chinese children's understanding of distance, time, and speed interrelations./
作者:	Zhou, Zheng.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1996,
面頁冊數:	138 p.
附註:	Source: Dissertations Abstracts International, Volume: 57-11, Section: B.
Contained By:	Dissertations Abstracts International57-11B.
標題:	Developmental psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9616749
ISBN:	9798684658662

The development of American and Chinese children's understanding of distance, time, and speed interrelations.
Zhou, Zheng.

The development of American and Chinese children's understanding of distance, time, and speed interrelations. - Ann Arbor : ProQuest Dissertations & Theses, 1996 - 138 p.

Source: Dissertations Abstracts International, Volume: 57-11, Section: B.

Thesis (Ph.D.)--Columbia University, 1996.

This item must not be sold to any third party vendors.

This is the first cross-cultural study that uses the same methodology to compare American and Chinese children's development of their understanding of distance, time, and speed interrelations. A total of 160 children (1st, 3rd, 5th, and 7th graders), 80 from Beijing, China and 80 from New York City were individually presented with distance, time, and speed tasks. For all three tasks, prediction problems similar to those used by Wilkening (1981, 1982) but in the Piagetian choice paradigm were used. Some important methodological improvements were made in this study: equalizing the modality of stimulus presentation (all visual) to reduce memory load; establishing a clearer criterion concerning understanding of the interrelations of the concepts; and using a post-performance clinical interview. This study investigates cross-culturally: (a) the order of development of the distance, time, and speed concepts; (b) the choice of general and specific strategies that vary according to grade, culture, and concept; and (c) the effect of wording on children's integration of concepts in the distance task. Both within and across cultures, results showed that the distance concept developed significantly earlier than either the time or speed concept, with the later two concepts evolving at about the same pace. Such an order is consistent with earlier findings of Piaget, but inconsistent with more recent research. With regard to the choice of strategy use, findings are compatible with Piaget and his followers, indicating that with age children become more efficient in adopting the most sophisticated rules when solving distance, time, and speed problems. However, the age at which the three concepts are attained differs by culture, with Chinese children mastering the concepts at age 8 and American children at age 10. Finally, results showed that the difference in wording ("longer" vs. "further") had no effect on children's integration of the concepts in the distance task. Results were discussed in light of the theoretical and methodological differences on children's performance. In addition, cross-cultural variations in children's performance were explained in terms of social, philosophical, and educational differences existing between the two cultures.

ISBN: 9798684658662Subjects--Topical Terms:

516948
Developmental psychology.

The development of American and Chinese children's understanding of distance, time, and speed interrelations.
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245 1 4 $a The development of American and Chinese children's understanding of distance, time, and speed interrelations.
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300 $a 138 p.
500 $a Source: Dissertations Abstracts International, Volume: 57-11, Section: B.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Boehm, Ann E.
502 $a Thesis (Ph.D.)--Columbia University, 1996.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This is the first cross-cultural study that uses the same methodology to compare American and Chinese children's development of their understanding of distance, time, and speed interrelations. A total of 160 children (1st, 3rd, 5th, and 7th graders), 80 from Beijing, China and 80 from New York City were individually presented with distance, time, and speed tasks. For all three tasks, prediction problems similar to those used by Wilkening (1981, 1982) but in the Piagetian choice paradigm were used. Some important methodological improvements were made in this study: equalizing the modality of stimulus presentation (all visual) to reduce memory load; establishing a clearer criterion concerning understanding of the interrelations of the concepts; and using a post-performance clinical interview. This study investigates cross-culturally: (a) the order of development of the distance, time, and speed concepts; (b) the choice of general and specific strategies that vary according to grade, culture, and concept; and (c) the effect of wording on children's integration of concepts in the distance task. Both within and across cultures, results showed that the distance concept developed significantly earlier than either the time or speed concept, with the later two concepts evolving at about the same pace. Such an order is consistent with earlier findings of Piaget, but inconsistent with more recent research. With regard to the choice of strategy use, findings are compatible with Piaget and his followers, indicating that with age children become more efficient in adopting the most sophisticated rules when solving distance, time, and speed problems. However, the age at which the three concepts are attained differs by culture, with Chinese children mastering the concepts at age 8 and American children at age 10. Finally, results showed that the difference in wording ("longer" vs. "further") had no effect on children's integration of the concepts in the distance task. Results were discussed in light of the theoretical and methodological differences on children's performance. In addition, cross-cultural variations in children's performance were explained in terms of social, philosophical, and educational differences existing between the two cultures.
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