A comparison was made between 80 South African and 80 British children in their interpretations of six pictures. Half the children were in their Second, and half in their third year of schooling. Results suggest substantial differences in the way pictures were interpreted, and increased schooling was associated with different patterns of change for the two cultural groups. The children were not only interpreting pictures in different ways, but also seemed to be showing different developmental trajectories.
|Journal||British Journal of Developmental Psychology|
|Issue number||Part 3|
|Publication status||Published - Sep 1996|