Sevinc, Muzeyyen.;
(1985)
Cross cultural study of the effects of BI culturation and bilingualism upon the cognitive development at the concrete operational stage in Turkish children.
Doctoral thesis , Institute of Education, University of London.
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Abstract
The aim of this research was to investigate the effect of migration to Western Europe (Germany) as an acculturation influence on the cognitive development of children from Turkey whose life experiences were formerly limited to rural and agricultural village life. A pilot study was carried out in London on samples of Cypriot and English pupils to assess the materials to be used. In the main study 485 children were tested. These differed along a scale in respect of their biculturation and bilingualism. At one end were children still living in Anatolia and at the other end were Turkish children who had migrated to West Berlin. The migrant children were further classified into three groups according to length of residence abroad and the types of schools being attended. A comparison group of German working-class children were also sampled. Three general sets of hypotheses were raised on: a) the effects of bilingualism and biculturation on the development of cognitive skills; b) the order in which different skills are developed (structure d'ensemble); c) the relationship between language mastery (vectors versus scalors) and cognitive development. Socio-economic status and socio-psychological attitudes of all migrant samples and the German group were also investigated.
| Type: | Thesis (Doctoral) |
|---|---|
| Title: | Cross cultural study of the effects of BI culturation and bilingualism upon the cognitive development at the concrete operational stage in Turkish children. |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos... |
| Language: | English |
| Additional information: | PhD (Sci) 1985 IE.. |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10020159 |
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