CROSS-CULTURAL STUDY OF COGNITION AND READING

认知和阅读的跨文化研究

• 批准号: 3312837
• 负责人: DANIEL A WAGNER
• 金额: $ 13.17万
• 依托单位: UNIVERSITY OF PENNSYLVANIA
• 依托单位国家: 美国
• 财政年份: 1981
• 资助国家: 美国
• 起止时间: 1981-07-01 至 1988-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3312837
• 关键词: Arab country; Arabs; adolescence (12-20); cognition; culture; interview; language; learning; middle childhood (6-11); preschool child (1-5); reading

The purpose of this research is to use a unique set of naturally ocurring contexts to study the nature of literacy acquisition and literacy retention during childhood and early adolescence. Within these two broad categories, several specific issues will be explored: (1) pedagogy and reading acquisition; (2) the relationship between cognitive and reading variables; (3) the role of metacognitive behavior systems on reading; (4) individual differences (e.g. gender, language, occupation and (5) the influences of context, home and family variables on literacy. Experimental data will be collected over a 3 year period on approximately 700 children (half boys, half girls) ranging in age from 8 to 15 years. Half of these children have already participated in a previous project in which their pre-schooling experience was considered as a factor in the development of cognitive and reading skills. This half of the sample will constitute a longitudinal continuation of the previous project, focusing particularly on aspects of reading comprehension. The other half of the sample will be part of a study of how literacy is retained or maintained under varing conditions of practice. This study will consist of a short-term, longitudinal comparison of 12-year-old children who either stay in public school, or leave to engage in other occupations. Those children of this latter sample who remain in school will also serve as an additional sample linkage in the longitudinal study of literacy acquisition mentioned earlier. This cross-cultural project provides an unusual opportunity to separate the effects of different societal and pedagogical factors on the acquisition of reading and cognitive skills. In addition, the project proposed one of the first systematic studies of what happens to literacy skills in individuals who have had only a modest (5th grade) education, and then engage in non-school occupations, with low levels of literacy practice.

这项研究的目的是用一套独特的自然发生的 研究识字习得和识字保持的性质的背景 在童年和青春期早期。在这两大类中， 本课程将探讨几个具体问题：(1)教学与阅读 (2)认知变量与阅读变量的关系； (3)元认知行为系统对阅读的作用；(4)个体 差异(例如，性别、语言、职业和(5) 关于识字的背景、家庭和家庭变量。 实验数据将在3年内收集，大约 700名儿童(一半是男孩，一半是女孩)，年龄从8岁到15岁不等。 这些孩子中有一半已经参加了#年的前一个项目 他们的学前教育经历被认为是导致 认知和阅读技能的发展。样品的这一半将 构成上一个项目的纵向延续，重点是 尤其是在阅读理解方面。世界的另一半 样本将作为如何保留或保持识字能力的研究的一部分 在不同的实践条件下。这项研究将包括一项 对12岁的儿童进行短期、纵向比较 在公立学校就读，或者离开去从事其他职业。那些孩子 后一样本中仍留在学校的人也将作为额外的 上述识字习得纵向研究中的样本联动 早些时候。 这一跨文化项目提供了一个不同寻常的机会，将 不同社会和教育因素对语言习得的影响 阅读和认知技能。此外，该项目还提出了 首次系统研究个人识字能力的变化 他们只受过中等(5年级)的教育，然后从事 非学校职业，识字水平低。