Stevenson H W, Lee S Y, Stigler J W
Science. 1986 Feb 14;231(4739):693-9. doi: 10.1126/science.3945803.
American kindergarten children lag behind Japanese children in their understanding of mathematics; by fifth grade they are surpassed by both Japanese and Chinese children. Efforts to isolate bases for these differences involved testing children on other achievement and cognitive tasks, interviewing mothers and teachers, and observing children in their classrooms. Cognitive abilities of children in the three countries are similar, but large differences exist in the children's life in school, the attitudes and beliefs of their mothers, and the involvement of both parents and children in schoolwork.
美国幼儿园儿童在数学理解方面落后于日本儿童；到五年级时，他们被日本和中国儿童超越。为找出这些差异的根源所做的努力包括对儿童进行其他学业成绩和认知任务测试、采访母亲和教师，以及观察课堂上的儿童。这三个国家儿童的认知能力相似，但儿童的学校生活、母亲的态度和信念，以及父母和孩子在学业上的参与度存在很大差异。
