28th International Congress of Psychology August 8 ... - U-netSURF

To separate the influences of schooling- from those of age-related factors, Japanese children's
development of number concepts and addition skills were examined. Three groups of kindergarten
and Grade 1 children who differed in age and/or school experiences completed tasks on their
numerical competencies 1 and 6 months after school entrance. Children's use of addition strategies
and their base 10 number concepts improved primarily with the amount of schooling. Results
suggest that schooling is an important determinant in developing Japanese speaking children's
numerical competencies, which were not explained solely by their language characteristics nor by
age-related factors.
2049.4 Transitions in mathematics: From intuitive quantification to symbol-based reasoning, E.
Stern, Max-Planck-Institute for Human Development, Berlin, Germany
The acquisition of basic quantitative skills such as counting or modeling the exchange of sets is
supported by innate modularized knowledge. In contrast, academic mathematics based on
complex symbol systems emerged through cultural development and can only be acquired through
systematic schooling. The age level for children to be expected to make the transition from an
intuitive to an advanced symbol-based mathematical reasoning varies tremendously between and
within cultures. Results from a large German longitudinal study on cognitive development
between ages 3 and 17 suggest that early advanced mathematical understanding has positive long
term effects on mathematical achievement even if intelligence is partialed out.
2050 INVITED SYMPOSIUM
Peer interaction in childhood: US-China comparative studies
Convener and Chair: Z.K. Zhou, China
2050.1 Knowing and showing respect by Chinese and U.S. children: Relating children’s
understanding of respect to friendships, Y. Hsueh 1 , Z.K. Zhou 2 , R. Cohen 1 , R.J. Hundley 3 , D.P.
Deptula 4 , 1 The University of Memphis, Memphis, TN, USA; 2 Central China Normal University,
Wuhan, China; 3 Franciscan Children's Hospital, Boston, MA, USA; 4 Eastern Illinois University,
Charleston, IL, USA
This research evaluated U.S. and Chinese children’s understanding of respect and related this
understanding to peer behavioral decisions and friendship. We assessed third through sixth
graders’ definition of respect, reasons to show respect, and beliefs as to how to show respect
toward teachers. Findings suggested that U.S. children generally defined respect in terms of
reciprocity, and advocated obedience as the way to show respect to teachers. Chinese children
defined respect in terms of admiration and reciprocity, and advocated working hard as the way to
show respect to teachers. Findings are discussed in reference to the conceptual framework of
cultural schemas.
2050.2 Distinguishing among respect, liking, and friendships as measures of peer social
competence, R. Cohen 1 , Z.K. Zhou 2 , Y. Hsueh 1 , M. Hancock 1 , 1 The University of Memphis,
Memphis, TN, USA; 2 Central China Normal University, Wuhan, China
Being respected by peers and being perceived as respectful towards peers should relate to other
indicators of peer social competence. However, little research has examined children’s
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