par Ventura, Paulo;Pattamadilok, Chotiga 
;Fernandes, Tania ;Klein, Olivier ;Morais, Jose ;Kolinsky, Régine
Référence Journal of experimental child psychology, 100, 2, page (79-88)
Publication Publié, 2008
;Fernandes, Tania ;Klein, Olivier ;Morais, Jose ;Kolinsky, Régine Référence Journal of experimental child psychology, 100, 2, page (79-88)
Publication Publié, 2008
Article révisé par les pairs
| Résumé : | Culture has been shown to influence the way people apprehend their physical environment. Cognitive orientation is more holistic in East Asian cultures, which emphasize relationships and connectedness among objects in the field, than in Western cultures, which are more prone to focus exclusively on the object and its attributes. We investigated whether, beyond, or in conjunction with culture, literacy and/or schooling may also have an influence on this cognitive orientation. Using the Framed-Line Test both in Portugal and in Thailand, we compared literate schooled adults with two groups of unschooled adults: one of illiterates and one of ex-illiterates. As in former studies on Western people, Portuguese-schooled literates were more accurate in the absolute task than in the relative task. In contrast, Portuguese illiterates and ex-illiterates were more accurate in the relative task than in the absolute task. Such an effect of schooling was not observed in the Thai groups, all of whom performed better on the relative task. Thus, the capacity to abstract from contextual information does not stem only from passive exposure to the culture or the physical environment of Western countries. Western schooling, as part of or in addition to culture, is a crucial factor. |
