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Bridging Cultural and Developmental Approaches to PsychologyNew Syntheses in Theory, Research, and Policy$
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Lene Arnett Jensen

Print publication date: 2010

Print ISBN-13: 9780195383430

Published to Oxford Scholarship Online: January 2011

DOI: 10.1093/acprof:oso/9780195383430.001.0001

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Cultural Frames of Children’s Learning Beliefs

Cultural Frames of Children’s Learning Beliefs

Chapter:
(p.26) Chapter 2 Cultural Frames of Children’s Learning Beliefs
Source:
Bridging Cultural and Developmental Approaches to Psychology
Author(s):

Jin Li

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195383430.003.0002

This chapter reviews research on Western and East Asian cultural learning models as an important source of influence on children's developing learning beliefs. The Western learning model emphasizes mind-orientation (e.g., ability, exploration, and creativity) whereas the East Asian learning model stresses a virtue-orientation (e.g., diligence, persistence, and concentration). Significant gaps exist between research on cultural learning models and research on the developmental processes by which children come to hold their learning beliefs. Structural versus content commonalities (e.g., theory of mind, learning purposes, and socialization) and differences (e.g., earlier awareness of attentiveness among East Asian children) are examined to shed light on how both structural and content elements are needed for research. Specific ways to create a bridge between cultural insights and developmental research are proposed.

Keywords:   learning models, learning beliefs, structure, content, mind, virtue

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