An Exploratory Analysis of American Indian Children's Cultural Engagement, Fluid Cognitive Skills, and Standardized Verbal IQ Scores

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10 Citations (Scopus)

Abstract

This exploratory cross-sectional study examined fluid cognitive skills and standardized verbal IQ scores in relation to cultural engagement amongst Tohono O'odham children (N = 99; ages 7 to 12 years). Guardians with higher socioeconomic status engaged their children in more cultural activities, and participation in more cultural activities contributed to higher standardized verbal IQ scores. Mean cognitive skill scores varied as a function of age and Tohono O'odham language knowledge. Children who understood and/or spoke Tohono O'odham started out with lower average scores than did children with no language knowledge, but mean scores generally increased in the older age groups such that they were equal to or higher than those of nonspeakers by age 9. Children with higher fluid cognitive skill scores had higher standardized verbal IQ scores than did children with lower scores.

Original languageEnglish (US)
Pages (from-to)192-202
Number of pages11
JournalDevelopmental Psychology
Volume47
Issue number1
DOIs
StatePublished - Jan 2011
Externally publishedYes

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North American Indians
American Indian
Language
Social Class
Age Groups
Cross-Sectional Studies
language
cross-sectional study
age group
social status
participation

Keywords

  • American Indian
  • Culture
  • Fluid cognitive skills
  • Inhibition
  • Verbal IQ
  • Working memory

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Life-span and Life-course Studies
  • Demography

Cite this

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