This study examines whether German and Portuguese 5‐ to 6‐, and 8‐ to 9‐year‐old children distinguish between the feelings attributed to a victimizer or to themselves if they were the victimizers in two hypothetical moral violations (stealing and breaking a promise), and how they morally evaluate the emotions they attribute to victimizers and the person of the victimizer. The results showed that in spite of some developmental and cultural differences, children's attribution of negative emotions was substantively more frequent when they made attributions to themselves. Furthermore, most children judged the positive (immoral) emotions they had attributed to victimizers as not right and evaluated the person of the hypothetical victimizer negatively. The results clarify contradictory findings in the field and may provide a better understanding of the moral and developmental meaning of the positive and negative emotions attributed in acts of victimization.

Whether and to what extent conceptual structure is universal is of great importance for understanding the nature of human concepts. Two major factors that might affect concepts are language and culture. The authors investigated whether these 2 factors affect concepts of everyday objects in any significant ways. Specifically, they tested (a) whether the system of grammatical categorization by classifiers influenced the conceptual structure of speakers of classifier languages, and (b) whether Westerners organized object concepts around taxonomic relations whereas Easterners organized them around thematic relations, as proposed by R. E. Nisbett (2003). The relative importance of 3 types of relations--taxonomic, thematic, and classifier--for Chinese and German speakers was tested using a range of tasks, including categorization, similarity judgment, property induction, and fast-speed word-picture matching. Some support for linguistic relativity as well as for the cultural-specific cognition proposal was found in some tasks, but these effects were miniscule compared with the importance of taxonomic and thematic relations for both language-culture groups. The authors conclude that the global structure of everyday object concepts is strikingly similar across different cultures and languages.

Previous research has emphasized the importance of language for learning mathematics. This is especially true when mathematical problems have to be extracted from a meaningful context, as in arithmetic word problems. Bilingual learners with a low command of the instructional language thus may face challenges when dealing with mathematical concepts. At the same time, speaking two languages can be associated with cognitive benefits with regard to attentional control processes, although such benefits have only been found in highly proficient bilinguals. In the present study, we attempted to disentangle the effects of bilingual proficiency on mathematical problem solving in Turkish-German bilingual elementary school students. We examined whether the positive cognitive effects of bilingualism could be found not only in highly proficient bilinguals but also in students with an immigrant background and a low command of the instructional or native language. Our findings emphasize the importance of language proficiency for mathematics problem solving, as shown by the predictive value of students' proficiency in the language of testing (German/Turkish) for their performance on mathematical word problems. No additional effect of the language of instruction (German) was found for problem solving in the bilingual students' native language (Turkish). Furthermore, bilinguals gained scores comparable to those of their monolingual peers on word problems that required attentional control skills although performing significantly below their monolingual classmates on ordinary word problems, suggesting that bilinguals have an advantage when it comes to attentional control. Finally, bilingual students with a relatively high command of the instructional language performed better on word problems presented in German than on those presented in Turkish, thus facing cognitive costs when transferring knowledge from one language to the other. Implications of our findings for bilingual education are discussed.

No abstract

No abstract