Application of Dual Brain Theory to Cross-Cultural Studies of Cognitive Development and Education

Bibliographic Data

ID2515955
AuthorsWarren D Tenhouten (0000-0003-4995-7914, University of California, Los Angeles, corresponding author)
Year1989
Volume32
Issue2
Pages153-167
Publication date1989-06-01
Open AccessYes
TypeARTICLE
VenueSociological Perspectives (JOURNAL)
Journal identifiersISSN: 0731-1214 • E-ISSN: 1533-8673
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.2307/1389094
OpenAlexW2024906656
LanguageEN
Citations received1
References cited39

The cognitive structures of children from minority group, poor, rural, aboriginal, or otherwise socially disadvantaged backgrounds are hypothesized to be gestalt-synthetic in mode of thought and field-dependent in cognitive style; cognitive structures of children from dominant, majority, urban, nonaboriginal, or otherwise advantaged backgrounds, to be relatively logical-analytic and field-independent. These cognitive structures are shown by cerebral lateralization theory to have neurophysiological substrates. Individual hemisphericity, the tendency to rely on the resources of the right or left cerebral hemisphere, is interpreted on four distinct levels: performance hemisphericity, hemispheric activation, hemispheric preference (as personality structure), and cognitive style (lateral flexibility). An illustrative comparison of thinking processes of Australian Aborigines and Australian-born whites is developed using primary and secondary data

Cognition · Cognitive development · Cognitive psychology · Cognitive style · Developmental psychology · Disadvantaged · Gestalt psychology · Lateralization of brain function · Perception · Preference · Cognitive Science and Mapping · Hemispheric Asymmetry in Neuroscience · Neuroscience · Neuroscience, Education and Cognitive Function · Psychology

Tools

Open DOISci-Hub