This study is concerned with ways in which children with Williams syndrome (WS), a rare neurodevelopmental disorder arising from a hemizygous deletion in chromosome band 7q11.23 including the gene for elastin (ELN) and approximately 20 surrounding genes, are affected by social mores of vastly differing cultures: the United States and Japan. WS…

Children of 5 to 6 years of age in two West African tribes (one agricultural, one commercial), are shown to understand the quantitative concepts of more and less. The implications of this for American elementary education are discussed: certain basic cognitive abilities are present in all people, regardless of culture. (Author/CTM)

Reviews seven books: (1) "Cross-Cultural Psychology" (Berry and others); (2) "Biological Asymmetry and Handedness" (Bock and Marsh); (3) "Interpersonal and Identity Development" (Vandenplas-Holper and Campus); (4) "Natural Theories of Mind" (Whitten); (5) "The Psychological Examination of the…

Examines pattern of mental abilities exhibited by first-grade, Israeli-born children whose parents emigrated from Europe, Iraq, North Africa, and Yemen. Results indicate that the groups of culturally different children tended to exhibit different patterns of cognitive abilities. Concludes that historical-cultural background of a population has a…

It is the purpose of this volume to present some of the highlights of the literature survey inaugurated by the International Association for the Evaluation of Educational Achievement which was undertaken in nine countries: Belgium, Chile, England, Finland, Iran, Italy, New Zealand, Sweden, and the United States. Information was sought concerning…

A problem with interpretations of differences in mathematic achievement between students from Asian countries and those from the United States is the seemingly implicit assumption of the cultural homogeneity of Asian societies. Researchers rarely measure the effects of variables within cultures that are hypothesized to be related to differences…