Children's Attention to Interactions Directed to Others: Guatemalan Mayan and European American Patterns

Autor/inn/en	Correa-Chavez, Maricela; Rogoff, Barbara
Titel	Children's Attention to Interactions Directed to Others: Guatemalan Mayan and European American Patterns
Quelle	In: Developmental Psychology, 45 (2009) 3, S.630-641 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0014144
Schlagwörter	Maya (People); Family Involvement; Toys; Children; Parent Child Relationship; Whites; Siblings; Attention Control; Learning Processes; Observation; American Indians; Cognitive Style; Indigenous Populations; Task Analysis; Comparative Analysis; Foreign Countries; Coding; Cultural Differences; Guatemala + Suchen Sie Ihr Suchwort? Toy; Spielzeug; Child; Kind; Kinder; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; White; Weißer; Sibling; Geschwister; Aufmerksamkeitstest; Learning process; Lernprozess; Beobachtung; American Indian; Indianer; Cognitive styles; Kognitiver Stil; Sinti und Roma; Aufgabenanalyse; Ausland; Codierung; Programmierung; Kultureller Unterschied
Abstract	This study investigated differences in attention and learning among Guatemalan Mayan and European American children, ages 5-11 years, who were present but not addressed while their sibling was shown how to construct a novel toy. Each child waited with a distracter toy for her or his turn to make a different toy. Nonaddressed children from Mayan traditional families (with little maternal involvement in Western schooling; n = 40) showed more sustained attention and learning than their counterparts from Mayan families with extensive involvement in Western schooling (n = 40) or European American children (with extensive family involvement in schooling; n = 40). The nonaddressed Mayan children from highly schooled families in turn attended more than the European American children. These findings are consistent with research showing that traditional indigenous ways of organizing learning emphasize observation of ongoing interactions. (Contains 2 figures, 3 tables, and 4 footnotes.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10