Une épreuve adaptée du Sigel Cognitive Style Test a été appliquée à 316 élèves américains et 221 élèves chinois (Taiwan) du quatrième et cinquième degré de l'école élémentaire. Il était supposé que, par rapport à leurs condisciples chinois, les écoliers américains obtiendraient des résultats 1) supérieurs pour le style descriptif‐analytique; 2) inférieurs pour le style descriptif‐global; 5) inférieurs pour le mode relation‐contexte; 4) supérieurs pour le style inférence‐catégorie. Les résultats ont confirmé les hypothèses (1), (3) et (4) pour les deux niveaux scolaires et pour les garçons aussi bien que les jeunes filles. On a pu conclure que les élèves chinois ont préféré catégoriser les stimuli selon leur interdépendance ou leurs rapports, tandis que les sujets américains ont classifié les stimuli d'après les caractéristiques inférées de ces stimuli, en analysant les composantes observables de l'assemblage‐stimulus.

Three groups of mothers with different cultural backgrounds, 397 Chinese living in Taiwan, 95 Chinese-Americans immigrated from Taiwan, and 213 Anglo-Americans, were administered the Parental Attitude Research Instrument (PARI). Significant differences were found on all three attitudinal factors and on all 23 attitudinal scales. The results showed that (1) the Chinese mothers were most restrictive, the Anglo-American mothers were least restrictive, and the Chinese-American mothers were intermediate on the continuum of authoritarian-control; (2) the Chinese-American mothers were more likely lo approve the expression of hostility or rejection than the Chinese or Anglo-American mothers; (3) the Chinese-American mothers were more democratic than the Chinese mothers, and the Chinese mothers, more democratic than the Anglo-American mothers.Psychologists generally agree that parental attitude toward childrearing make a significant impact on the personality development of the child. It is the sociocultural aspect of the child-rearing process that determines what practices or attitudes concerning child-rearing are deemed effective, appropriate and acceptable by each particular society (Kriger and Kroes 1972). Thus cultures or subcultures in a society that differ in ethnic origins and customs should manifest different attitudes toward child-rearing. The purpose of the present study was to make comparisons of child-rearing attitudes among three groups with different cultural backgrounds, namely, Chinese (Taiwanese), Chinese-American, and Anglo-American mothers.Chinese parents traditionally stress their authority over their children and expect unquestioning obedience from them (Ryan 1985). As Hsu

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A sample of 1131 children from Grades 1 through 6 were asked about their attitudes toward reading and reading interests. Results show that ( a ) 70% of subjects liked reading, while 30% did not; ( b ) more girls than boys said that they liked reading; (c) children who liked reading also liked school, and vice versa; ( d ) in general, children were interested in reading books about animals, make-believe stories, mystery, people, and sports, though there were some variations between boys and girls and between younger and older children. Developing permanent interest in reading. Chicago, IL: Univer. of Chicago Press, 1956. Pp. 53-56. BARBE, W. B. Educator's guide to personalized reading instruction. Englewood Cliffs, N J : Prentice-Hall, 1961.

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