Mejía-Arauz Rebeca, Rogoff Barbara, Dexter Amy, Najafi Behnosh
University of California, Santa Cruz, CA, USA.
Child Dev. 2007 May-Jun;78(3):1001-14. doi: 10.1111/j.1467-8624.2007.01046.x.
This article examines how 31 triads of 6- to 10-year-old children from 3 cultural backgrounds organized their interactions while folding Origami figures. Triads of children whose families had immigrated to the United States from indigenous heritage regions of México (and whose mothers averaged only 7 grades of schooling) coordinated more often as an ensemble, whereas triads of European heritage U.S. children whose mothers had extensive schooling more often engaged dyadically or individually. When the European heritage children did engage as an ensemble, this often involved chatting rather than nonverbal conversation regarding folding, which was more common among the Mexican heritage children. Mexican heritage U.S. triads whose mothers had extensive schooling showed an intermediate pattern or resembled the European heritage children.
本文研究了来自三种文化背景的31组6至10岁儿童在折叠折纸图形时是如何组织互动的。其家庭从墨西哥本土传统地区移民到美国的儿童组（其母亲平均受教育程度仅为7年级）更多地作为一个整体进行协作，而母亲受过高等教育的欧洲裔美国儿童组则更多地以二元或个体形式参与。当欧洲裔儿童作为一个整体参与时，这通常涉及聊天，而不是像墨西哥裔儿童那样更多地围绕折纸进行非语言交流。母亲受过高等教育的墨西哥裔美国儿童组表现出一种中间模式，或与欧洲裔儿童相似。
