Studies of Cognitive Development in Papua New Guinea

Shea, John D.

doi:10.1002/j.1464-066x.1985.tb00013.x

Cited by 8 publications

(6 citation statements)

References 22 publications

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“…Studies of cross-cultural cognitive development find that people with little or no formal westernized high school or college education perform worse on tests of formal operations which include abstract reasoning (Laurendeau-Bendavid, 1977;Shea, 1985). This sample of older American Indians averaged slightly above a tenth grade education level.…”

Section: Discussionmentioning

confidence: 95%

Symptoms of depression and cognitive functioning in older American Indians

Verney¹,

Jervis²,

Fickenscher³

et al. 2008

Aging & Mental Health

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Depression and lower cognitive functioning are common conditions in older populations. While links between psychopathology and neuropsychological performance have been studied in the white majority population, little is known about such links in the American Indian population. American Indians aged 60 and older (n=140) completed structured interviews that included a depression screener and two cognitive screening measures, the Mini-Mental State Examination (MMSE) and the Mattis Dementia Rating Scale (MDRS). Participants had mean values of 26.7/30 on the MMSE and 125.8/144 on the MDRS. The depression screen was not associated with the MMSE or MDRS total scores. However, older American Indians who screened positive for depression scored lower than did those American Indians who screened negatively for depression (27.7 versus 29.8 respectively) on the MDRS conceptualization subscale after adjusting for sociodemographic and health variables. The combined effects of psychopathology and cognitive impairment are likely to adversely impact the health and welfare of American Indians and their families. More research is needed to provide a better understanding of the relationship between psychopathology and cognition that will help inform clinical treatment for psychopathology in older ethnic minorities.

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Section: Discussionmentioning

confidence: 95%

Symptoms of depression and cognitive functioning in older American Indians

Verney¹,

Jervis²,

Fickenscher³

et al. 2008

Aging & Mental Health

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show abstract

“…Malnutrition (Clarke, GranthamMcGregor, & Powell, 1991;Shea, 1985); diseases such as schistosomiasis (Pollitt, 1990); other health problems such as hearing and visual deficiencies (Frets-van-Buuren, Letuma, & Daynes, 1990); age at school entry (Gorman & Pollitt, 1992); and gender (UNESCO, 1984) are factors which can contribute to the risk of grade one failure.…”

Section: Diversity Within a Single Regionmentioning

confidence: 98%

“…In South Africa, 23 per cent of children failed first year in the Republic, as opposed to only 5 per cent in the Bophuthatswana &dquo;homeland&dquo; (Taylor, 1989). Even within a single developing country, between-school differences are huge (Kendall, 1986;Gorman & Pollitt, 1992;Shea, 1985;Urwick & Kunaidu, 1991).…”

Section: Diversity Within a Single Regionmentioning

confidence: 98%

Conceptualising "Childbood" in Developing Countries

Liddell

1998

Psychology and Developing Societies

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Children in the developing world live in diverse and varied settings; the diversity of synergistic effects that impinge on childhood is often ignored by social scientists. Citing human indicators data from six Southern African countries, the difficulties in establishing a meaningful prototype for conceptualising childhood in developing countries is highlighted. The paper focuses on two aspects of childhood in the developing world: the first year of schooling and the experience of urbanisation. Failure in the first year is a common feature of schooling in the developing world and is a phenomenon subjected to varying explanations. Gross regional differences in early school failure rates are presented and discussed. Migration to urban areas for employment has diverse consequences for children, the outcome being determined by who migrates and the nature of the relocation. Studies are cited which highlight the importance of detailed analyses of childhood across varied contexts in the developing world.

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“…From this perspective, cultural differences should be taken just as differences, without attaching value judgments (Dasen, Berry, et al, 1979). Certain societies might not be capable of formal reasoning, because such a mode of thought is not valued in it (Shea, 1985). The concept of intelligence itself encompasses different skills for different cultures, and scoring low on one kind of intelligence can be combined with scoring high on some other type (Earley & Ang, 2003).…”

Section: Is Music Cognition?mentioning

confidence: 99%

Music Cognition from Birth to Adolescence: A Structuralist Approach

Nikolsky¹

2022

Preprint

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This book draws a new perspective on music as a special form of cognition that provides growing children with the means to mediate their emotional state and attitude to suit their physical and social environment. My conclusions are based on new evidence coming from: 1) musicological analysis of the original and spontaneous vocalizations by children, selected to represent the milestones in the development of music cognition; 2) comprehensive research on "ear development" throughout early childhood, systematically conducted in the USSR/Russia on a large pool of subjects during the 1920-1980s; 3) data on music perception by people habituated to non-Western forms of music, including timbre-oriented music traditions of northeast Eurasia; and 4) research coming from Vygotskian school on sociogenesis and objectivization of musical sound in early childhood (published in Russian only). The principal objective of this book is to arm researchers and students with tools to analyze, interpret, and evaluate the patterns of tonal organization in children musicking - and to inter-relate these patterns to cross-cultural patterns of early verbal, social, and emotional development. Children’s musical cognition needs a thorough revision because of the old erroneous belief, still widespread amongst developmental psychologists, that the principles of Western tonality constitute a universal modus operandi, intuitively sought by children from birth. According to this view, early children’s musicking constitutes a “defective” implementation of adult’s music due to children’s deficiencies in vocal control and its coordination with hearing. In reality, early childhood musicking constitutes a peculiar type of music, different from adult’s music – very much like children’s early speech that follows its own principles, different from adult’s speech. The principles of children’s musicking ought to be inferred from the structural organization of their non-imitative attempts to make music - bottom-to-top (as opposed to the current "a priori" top-to-bottom method of describing children's music in terms of Western tonality). Some other important issues covered in this book are the goals of musical development in childhood, the issues of musical attrition, bimusicality, and normalcy of musical abilities, the modularity of musical hearing, and the relation between musical and real-life emotions.

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Studies of Cognitive Development in Papua New Guinea

Cited by 8 publications

References 22 publications

Symptoms of depression and cognitive functioning in older American Indians

Symptoms of depression and cognitive functioning in older American Indians

Conceptualising "Childbood" in Developing Countries

Music Cognition from Birth to Adolescence: A Structuralist Approach

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