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dc.contributor.advisorReyna, Valerie F.en_US
dc.contributor.authorChavira, Maria Romo, 1968-
dc.creatorChavira, Maria Romo, 1968-en_US
dc.date.accessioned2013-05-09T10:03:58Z
dc.date.available2013-05-09T10:03:58Z
dc.date.issued1996en_US
dc.identifier.urihttp://hdl.handle.net/10150/289477
dc.description.abstractThe focus of this study was to manipulate factors to determine whether mental representation of logical problems differed by culture. The cultural differences hypothesis suggests that Anglo students would be more likely to have a linear representation (e.g., arranging objects that differ in a "line" mentally) whereas Hispanic students would have a nonlinear (pivot) representation. The results indicated that Hispanic children solved questions better if they appeared in a pivotal format, whereas Anglo children performed better if the stimuli were presented in a linear method. With grade level children improved upon the linear format. This suggests that there may be differences in mental representations of objects for Hispanic children that is influenced by acculturation.
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectEducation, Educational Psychology.en_US
dc.subjectPsychology, Developmental.en_US
dc.subjectPsychology, Cognitive.en_US
dc.titleCultural differences in reasoning and memory: A follow-upen_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.identifier.proquest9720703en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.namePh.D.en_US
dc.identifier.bibrecord.b3461140xen_US
refterms.dateFOA2018-08-29T09:41:56Z
html.description.abstractThe focus of this study was to manipulate factors to determine whether mental representation of logical problems differed by culture. The cultural differences hypothesis suggests that Anglo students would be more likely to have a linear representation (e.g., arranging objects that differ in a "line" mentally) whereas Hispanic students would have a nonlinear (pivot) representation. The results indicated that Hispanic children solved questions better if they appeared in a pivotal format, whereas Anglo children performed better if the stimuli were presented in a linear method. With grade level children improved upon the linear format. This suggests that there may be differences in mental representations of objects for Hispanic children that is influenced by acculturation.


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