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dc.contributor.advisorReyna, Valerie F.en_US
dc.contributor.authorRomo, Maria Susanna, 1968-
dc.creatorRomo, Maria Susanna, 1968-en_US
dc.date.accessioned2013-05-16T09:37:28Z
dc.date.available2013-05-16T09:37:28Z
dc.date.issued1995en_US
dc.identifier.urihttp://hdl.handle.net/10150/291706
dc.description.abstractThe focus of this study was to manipulate factors to determine whether mental representations 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 and Native American students would have a nonlinear (pivot) organization. The results indicated that Hispanic children solved questions better if they appeared in a pivotal format, whereas, Native American and Anglo children performed better if the stimuli were presented in a linear method. With grade level, Hispanic children shifted to the linear format and Anglo and Native American children improved upon the pivot presentation. 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.titleCultural differences in memory and logical reasoningen_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.levelmastersen_US
dc.identifier.proquest1361888en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.nameM.A.en_US
dc.identifier.bibrecord.b332214189en_US
refterms.dateFOA2018-08-30T01:56:32Z
html.description.abstractThe focus of this study was to manipulate factors to determine whether mental representations 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 and Native American students would have a nonlinear (pivot) organization. The results indicated that Hispanic children solved questions better if they appeared in a pivotal format, whereas, Native American and Anglo children performed better if the stimuli were presented in a linear method. With grade level, Hispanic children shifted to the linear format and Anglo and Native American children improved upon the pivot presentation. This suggests that there may be differences in mental representations of objects for Hispanic children that is influenced by acculturation.


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