Cross-cultural Roots of Minority Child Development

By Patricia M. Greenfield, R. Cocking. 2014

160 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/3e01c0a7bf3f8f0ecfb304dba14a30b3c00bceb9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Joscha Kärtner
2. Heidi Keller
3. A. Lash
4. E. Trumbull
5. Hiltrud Otto
6. K. McAuliffe
7. Dorsa Amir

Citations in the corpus

• Understanding Formative Assessment Insights from Learning Theory and Measurement Theory (2013, background): “Students from many cultural backgrounds (e.g., Asian, Latino, Native American cultures) may avoid answering direct questions in a group of peers because being singled out in front of others is not common in their cultures and may cause discomfort or confu sion (Greenfield & Cocking, 1994).”
• Development: The cultural solution of universal developmental tasks. (2013, background): “Greenfield and Childs (1991) have observed this pattern in Zinacanteco Indians, as have Richman, Miller, and LeVine (1992) in Mexico and Nsamenang and Lamb (1994) in Cameroonian Nso families (for a summary, see Greenfield & Cocking, 1994; Keller, 2007).”