Maternal Teaching Strategies in Chicano Families of Varied Educational and Socioeconomic Levels

Laosa, Luis M.

doi:10.2307/1128752

Cited by 121 publications

(105 citation statements)

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“…To what extent are any observed changes from concrete to abstract modes of representation linked to schooling? Not only going to school, but also having a school-educated mother were possible factors that could mediate between general ecological change and specific changes in cultural apprenticeship and cognitive representation (e.g., Laosa, 1978;Zukow, 1984). Our studies explored the relevance of maternal and child schooling as well.…”

Section: Introductionmentioning

confidence: 99%

Historical change, cultural learning, and cognitive representation in Zinacantec Maya children

Greenfield¹,

Maynard²,

Childs

2003

Cognitive Development

106

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Against the background of an unchanging sequence of representational development, we demonstrate that implicit processes of learning and cognition can change from one historical period to another. One generation of Zinacantec Maya children was studied in 1969 and 1970, the next generation in 1991 and 1993. In the intervening two decades, the community, located in Chiapas, Mexico, was involved in a transition from an economy based primarily on subsistence and agriculture to an economy based primarily on money and commerce. A naturalistic study of weaving apprenticeship and an experimental study of visual representation showed that the ecological transition was linked to greater emphasis on independent cultural learning, abstract representation, and innovation, and, correlatively, a movement away from scaffolded guidance, detail-oriented representation, and imitative representational strategies. These changes constituted automatic adaptations with an implicit nature. In addition, historical variability in implicit modes of cultural apprenticeship predicted shifts in implicit processes of child and adolescent cognition. In sum, socialization and development are not fixed but adapt, in a coordinated way, to changing ecological conditions.

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Section: Introductionmentioning

confidence: 99%

Historical change, cultural learning, and cognitive representation in Zinacantec Maya children

Greenfield¹,

Maynard²,

Childs

2003

Cognitive Development

106

View full text Add to dashboard Cite

show abstract

“…Unlike much of the previous work in that area, Laosa made direct observations of the mothers teaching their children, instead of relying on mothers' self-reports about interactions with their children, and distinguished between two likely SES determinants of their teaching: education and occupation. In a study of Hispanic mother-child dyads (Laosa 1978), mother's education correlated positively with praising and asking questions during the teaching and correlated negatively with modeling (i.e., the mother working on the learning task herself while the child observes). However, mother's occupation did not correlate with any of the teaching variables, and neither did father's occupation.…”

Section: Parental Influencesmentioning

confidence: 99%

Research on Developmental Psychology

Kogan

Stricker

Lewis

et al. 2017

Methodology of Educational Measurement and Assessment

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“…15,this volume), included research in many areas. In this period, it focused on infants and young children, encompassing their social development (Brooks and Lewis 1976;Lewis and Brooks-Gunn 1979), emotional development (Lewis 1977;Lewis and Rosenblum 1978), cognitive development (Freedle and Lewis 1977;Lewis 1977Lewis , 1978, and parental influences (Laosa 1978;McGillicuddy-DeLisi et al 1979). …”

Section: Human Developmentmentioning

confidence: 99%

Advancing Human Assessment: A Synthesis Over Seven Decades

Bennett

Davier

2017

Methodology of Educational Measurement and Assessment

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This book has documented the history of ETS's contributions to educational research and policy analysis, psychology, and psychometrics. We close the volume with a brief synthesis in which we try to make more general meaning from the diverse directions that characterized almost 70 years of work.Synthesizing the breadth and depth of the topics covered over that time period is not simple. One way to view the work is across time. Many of the book's chapters presented chronologies, allowing the reader to follow the path of a research stream over the years. Less evident from these separate chronologies was the extent to which multiple streams of work not only coexisted but sometimes interacted.From its inception, ETS was rooted in Henry Chauncey's vision of describing individuals through broad assessment of their capabilities, helping them to grow and society to benefit (Elliot 2014). Chauncey's conception of broad assessment of capability required a diverse research agenda.Following that vision, his research managers assembled an enormous range of staff expertise. Only through the assemblage of such expertise could one bring diverse perspectives and frameworks from many fields to a problem, leading to novel solutions.In the following sections, we summarize some of the key research streams evident in different time periods, where each period corresponds to roughly a decade. Whereas the segmentation of these time periods is arbitrary, it does give a general This work was conducted while M. von Davier was employed with Educational Testing Service.

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Maternal Teaching Strategies in Chicano Families of Varied Educational and Socioeconomic Levels

Cited by 121 publications

References 0 publications

Historical change, cultural learning, and cognitive representation in Zinacantec Maya children

Historical change, cultural learning, and cognitive representation in Zinacantec Maya children

Research on Developmental Psychology

Advancing Human Assessment: A Synthesis Over Seven Decades

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