International Journal of Behavioral Development

 

Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

SAGETRACK

Sign In to gain access to subscriptions and/or personal tools.
This Article
Right arrow Free Full Text (Free PDF) Free
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in ISI Web of Science
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Brouwers, S. A.
Right arrow Articles by van de Vijver, F. J.R.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?
International Journal of Behavioral Development, Vol. 30, No. 6, 559-567 (2006)
DOI: 10.1177/0165025406072905

Schooling and everyday cognitive development among Kharwar children in India: A natural experiment

Symen A. Brouwers

Tilburg University, The Netherlands

Ramesh C. Mishra

Banaras Hindu University, India

Fons J.R. van de Vijver

Tilburg University, The Netherlands and North-West University, South Africa

The confounding of chronological and educational age and of schooling and socioeconomic status are persistent problems in the study of the cognitive consequences of schooling. The educational system among the Kharwar in India provides a natural experiment to overcome these problems, since it shows neither source of confounding. The sample comprised of 201 schooled and unschooled Kharwar children from 6 to 9 years of age. The test battery contained tests of mathematics and memory with formal and local stimulus content, as well as tests of inductive reasoning, analogies, fluency, picture vocabulary, and numbers. Confirmatory factor analyses supported similar hierarchical factor structures, with general intelligence in the apex, for both unschooled and schooled children. The per annum score increments of chronological age were about twice as large as those of educational age. These findings illustrate the important role of everyday experiences in the development of basic features of cognitive functioning.

Key Words: chronological age • educational age • everyday cognition • intelligence • schooling


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?