Two-hundred twenty-eight U.S. Mexican-heritage children, ages 8–10 (110 boys & 118 girls) whose mothers varied in familiarity with Indigenous practices and experience with schooling were videotaped while playing a computer game to study cultural patterns in collaboration and communication. The children played in groups of 4 on 2 computers. Interaction was coded in 5-second segments involving: teamwork, attempts at collaboration, turn-taking, competitive play, or neutral play. Communication was coded as either verbal or nonverbal, including what was communicated. Some results among middle class children were consistent with our expectations; for example, higher rates of solo play, however, the majority showed no difference between the groups. I discuss the shifting cultural practices in both groups as possible reasons for this pattern of results. Lastly, discussing possible cultural shifts pertaining to children’s experience with school in addition to their mothers formal schooling experience.
|Commitee:||Halim, May Ling, Kohfeldt, Danielle|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 57/02M(E), Masters Abstracts International|
|Subjects:||Developmental psychology, Psychology, Hispanic American studies|
|Keywords:||Children, Collaboration, Communication, Culture, Mexican-heritage, Videogame|
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