.DOCUUEBT RESUME ifit 159 660 CS 004 423 AUTHO TITLE Steffensen, Margaret S.; And Others A Cross-Cultural Perspective on reading Comprehension. Technical report S7. INSTITUTION' Bolt, Beranek and Newman' Inc., Cambridge, Mass.; 'Illinois Univ., Urbana. Center for the Study of - Reading. SPONS AGENCY National inst. of Child Health and Human Development (VIM), Bethesda,' Md. ; National Inst.-of Education (DBEW), Washington, D PUB DATE Jul 78 CONTRACT 400-76-0116 GRANT PBS -05951 NOTE 41p. EUBS PRICE :MF-$0.83 HC-$2.06 Plus Postage. . . DESCRIPTORS *American Culture; Angle Americans Comparative ,Anal-ysis; Cross Cultural Studies; *Cultural FaCtors; Foreign Culture; *Indians; *Beading Comprehension; . *Reading Research; *recall (Psychological)._ IDENTIFIERS, *Center for the Study of- Reading (Illinois); Schemata ABSTRACT Twenti subjects from tfe United States and nineteen from India read letters describing a. ypical Indian and a t pical American wedding and-recalled them following interpolated to s Among the findings were that subjects read the native passage more rapidly, recalled a farger amount of information from the native passage, produced more culturally appropriate elaborations of the native passage, and produced more culturally based distortions of the foreign passage. Whether recalling the native ox foreign passage, subjects recalled more of the text elements ratedas important by other subjects xith the same cultural heritage. The results were, interpreted as showing the pervasive influerce cn comprehension and memor# of schemata embodying knowledge of the, ccptent of a discourse. (Author/GW) a ** *****A****. **** * ***********- **,*4*4 #_ *4* ************ Reproductions supplied by EDRS are the best` that can be made from the ,original document. ********4***** ****************4* *******4444,*4
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.DOCUUEBT RESUME
ifit 159 660 CS 004 423
AUTHOTITLE
Steffensen, Margaret S.; And OthersA Cross-Cultural Perspective on readingComprehension. Technical report S7.
INSTITUTION' Bolt, Beranek and Newman' Inc., Cambridge, Mass.;'Illinois Univ., Urbana. Center for the Study of -
Reading.SPONS AGENCY National inst. of Child Health and Human Development
(VIM), Bethesda,' Md. ; National Inst.-of Education(DBEW), Washington, D
PUB DATE Jul 78CONTRACT 400-76-0116GRANT PBS -05951NOTE 41p.
. *Reading Research; *recall (Psychological)._IDENTIFIERS, *Center for the Study of- Reading (Illinois);
Schemata
ABSTRACTTwenti subjects from tfe United States and nineteen
from India read letters describing a. ypical Indian and a t picalAmerican wedding and-recalled them following interpolated to sAmong the findings were that subjects read the native passage morerapidly, recalled a farger amount of information from the nativepassage, produced more culturally appropriate elaborations of thenative passage, and produced more culturally based distortions of theforeign passage. Whether recalling the native ox foreign passage,subjects recalled more of the text elements ratedas important byother subjects xith the same cultural heritage. The results were,interpreted as showing the pervasive influerce cn comprehension andmemor# of schemata embodying knowledge of the, ccptent of a discourse.(Author/GW)
a
** *****A****. **** * ***********- **,*4*4 #_ *4* ************Reproductions supplied by EDRS are the best` that can be made
from the ,original document.********4***** ****************4* *******4444,*4
CENTER FOR THE STUDY OF READING/
clinical Report No.,97
A CROSS-CULTURAL PERSPECTIVE 1141N
READING COMPREHENSION
Margaret S. Steffensen, Chitra Jogdeo,and Richard C. Anderson
U.S. OE PARTPAENT OF HEALTH.EDUCATION A weL FA A ENATIONAL INSTITUTE OF
eDuCATION
THIS DOCUMENT HAS BEEN. R,EPRO.DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION oRIGiN-ATING IT POIN TS OF VIEW OR OPINIONSSTATED 00 NOT NECESSARILY RERCIE.SEN T OFF to AL NATIONAL
INSTITUTE OFEDUCATION POSITION OR POLICY
Bolt Bera ek and Newman Inc.50 Moulton StreetCambridge, Massach etts 02138
The research reported herein was supported.in part by the NationalInstitute of Education under
Contractrt No. US-NIE-C-400-76D-0eveaepmenteat in
part by the National institute f hild Health and Humanunder Grant No. PHS-05951
A
A Cross- Cultural Perspective on Reading omprehens ion
When a person reads a story, the schemata embed-
(
ledge provide the framework fer'under. ding the settingi the mood the
characters, and ,the chain of events . It stands to Te as,o ttnaC' `readers who
brought to bear- different schemata would give different int epetabions to a
2
backgr urd know-
story. try particular, an individual who rd'ad a stery that p 4,upposed the
schemata of aforeikn culture would comprehend it quite differently from a,
native, and probably would make .what a native would classify' as mistakes,a .
This was Sir Frede_ Bart ett's,0932 hypothesis. The most %tins evi.
dences Bartlett of Bred in its support were examples from the protocols pre,-
duced by educated Englishmen attempting to recall the North AmeriCan Indian
folk tale,. ,
the Ghosts. The subjects typically Modified, the tale
in a manner consistent with their own culture. Bartlett explained that this
"tendency to rationalize . gives to what is presented a.setting and ex-
'planation" (1932
Until recent
84).
Bartlett work was ignored by those in the main stream
f experimental psychology and dismissed by,,the few persons who continued to
.investigate prose learning and memory during the years since Remembering was
first published. Various objections have been raised against Bartlett- s
'research (Ungwill, 1972). Wh leire will not go over this ground hereNmost
of the. real or "apparent diffic _ie e been handled satisfaCtorily by
contemporary investigators (see Spiro, 1977
There remains. one glaring defect, howev ich'has gone uncorrected
even in recent studies. The investigations involving The -War of the Ghosts
be conceived as cross-cultural studies. When looked at in this:way
it.is apparent,that not all of the proper conditions were included. To the
A: Cross- Cultural Pers
best of our knowledge, there has net been a sir
_of discourse processes with a
eading Comprehensio
CTOSS-CUltUral stu
1.y satisfactory design. The- reasons
this shortcoming are illustrated in a study by Kintsch and (1978
who' had American college students read. and recall one Of Gr ams" fairy tales
and an Apacrte Indian tale. After air- "serialreproduct'ion " the subjects
7rproduced 86% of the important proposi.tiyon in the Grimm fairy tale but only
43 % of the amportant propositi- the India story.' These are str
ults- however, Kintsch and Greene go on (p. 1j to acknowledge that,
lly, one would like to have a gxoUp of Apache subjects tao
no trouble with Tar Baby [the Apache tale] because that story is
ted according to a schema familiar to them, but who
Grimm's fairy tale. This part of the experiment
d fail
ever, not feasible
.1d have
umber of reasons, most importantly because today'_ Apaches are bi-g
cultural and would be quite familiar with Western story s " The
problem with an ncomplete design in experiments of this type is that cue
rule out the possibility that the foreign material is inherently
snore difficult.
fhe study reported in this paper employed a complete design.. That
there were two groups of subjects with.different cultural heritages and two
passages. One of the passages presupposed the cultural framework of the.
first group and the other the cultural fr k of the second group. Spe-
cifically -Indians ("East Indians or natives of India) and Am rican b-
,
jects were asked to read and recall two letters, one that described an
Indian wedding and one that described an American wedding.
A marriage is a ritual of great cultural significance. Every ad 1
member of iety will have a ikil-de eloped system of knowledge
A Cross-CUltural Perspective on Reading Comprehen nor
belief about ma- iage.ceremonies. Thus, texts about marriages should be
w il.suited to a cross,cultura1 investigation of discourse processes.
_There are profound differences between American and Indian weddings.
An- American wedding has the ikplicit function of providing an occasion for
elaborate. ritual- o ten'the only Such occasion for the average family. The
fact that it serves this purpose is supported by newspaper accounts of
weddings in which large amdunts of space are devoted, to the details such
RS clothing worn, flowers, aspects of the ceremony,. and-information about
e xecepti Pictures of the bride and gtoom often are-carried with the
news article. In he American wedding, the bride' (family is clearly domi-
nant ..s the focus oaf attention, and is responsible fer organ zing the cer
many itself.. The fact that the bride and her mother are the ones who make:
alb the gnificant decisions is another-indication that the%Ilicit function,
is one of pagentry since this,is,the traditional American. woman's area of
expertise.
The Indian wedding
function , which involves
the other hand, has a very different implicit
e financial interests "and the social status of
the two farii.s. Again, this fu ion can be inferred from .newspaper
reports. Tire are no long, d scriptions of the ceremony, but there is a
weil-de're sped genre of matrimoriat notices in which the prospective. bride's
and room's families may advertis for partners Financial considerations
may be expliEitIy raised in the advertisement as the following examples_from
the classified ads of the Hindustan Times, -August 28, 1977 show. (Inci,
de: ally, there were about '600 .matrimonials in that edition.)
We 1.yaalified m4 c in high inctome,, group for a beaUtiful, slim
girl; 28, !holding Eiecative position i7 a well - known' Publishing'
House. .Apply: box 31068 -CA,
.
A Cross - Cultural Perspective on Reading Comprehension
Handsome Post-gracidat e, Agarwal,.Industrialist, I.A. I.P.S.
or ITO match for beautifui,ri.A.', 21 1/ only daughter of
-millionaire industrialist with'her, personal annual -income about
our conviction that differences in background knowledge about the content
of text material may be an important source of individual differences in
reading comprehension. In particular, it seems a distinct possibility
that some portion of the difficulties that minority children in the United
States often have in learning to read with comprehension is attributable
to mismatches between subcultures and the majority culture whose view-.
point predominates in the materials children are given to read.
A Cross-Cu ,ral Persp;ctive on Reading Comprehension
28
References
And son, R. C. Schema- directed processes in language comprehension.
A. Lesgold, J. Pelligreno, S. Fokkema, and R. Glaser (Eds.),
Cognitive_psychologyand instruction. New York: Plenum, 1978,
press.
Anderson, R. C. The notion of schemata and the educational enterprise.
In R. C. Anderson, R. J. Spiro, and W. E. Montague (Eds.), Schooling
and the acquisition of knowledge. Hillsdale, N.J.: Erlbaum, 1977.
Anderson, C., & Pichert, J.W. Recall of previously unrecallable
information following a shift in perspective. Journal of Verbal
Lea _ing and Verbal Behavior, 1978, 17, 1712.
Anderson, R. C., Reynolds, R. E., Schallert, D. L., & Goetz, E. T. Frame-
works for comprehending discourse. American
Journal 1977, 14, 367-382.
Educational Research
Anderson, R. C., Spiro, R. J., & Anderson, C. Schemata as scaffolding
for the representation of-information in connected discourse.
American. ucational Reseatch Journal, 1978, in ptess.
BA_ rlett, F. Remembering. Cambridge: The University Press, 1932.
Kintsch,- W., & Greene, E. The role of-culture-specific schemata in
the comprehension and recall of stories. Discourse Processes,
1978, 1, 113.
Mandler, J. M. A code in a node: The use of story schema in retrieval.
1Disco rse Processes, 1978, 1, 14-3S.
A Cross-Cu_ erspective on Reading Comprehension
Ma1dl,:,2r, J. M., E Johnson, N. S. Remembrance of things_ parsed: Story
structure and recall. Cognitive Psychology, 1977, 9, 111-151.
Meyer, B. J. F. The organization of use and its effects on memory.
Amsterdam: North-Holland, 1975.
Morgan, J. cjizpes of convention in indirect speech acts (Tech. Rep.
52). Champaign, Ill.: Center for the Study of Reading,
University of Illinois, 1977.
Reynolds, R. E., Standiford, S. N., & Anderson, R. C. Distribution of
reading time when questions are asked about a restricted category
. of text information (Tech. Rep. No. 83). Champaign, Ill.: Center
for the Study of Reading, University of Illinois, 197§.
Rumelhart,-0. E. Notes on a schema for stories. In D. G. Bobrow and
A. Coln' (Eds.), presentation and understanding: Studies in
cognitive science. New York: Academic Press, 1975.
Rumelhart, D. E. Toward-an-interactive model of reading. Dornie"
29
(Ed.), Attention and Performance VI. Hillsdale, N.J.: Erlbaum, 1977.
Schvaneveldt, R. W., Meyer, D. E., & Becker, C. A. Contextual constraints
on ambiguous word recognition. Paper presented at the meeting of
the. Psychonomit Society, Boston, November 1974.
Siiigh, K. A bride for the sahib and-other stories. Delhi: Hind Pocket
Books (P.) Ltd., 1967.
Spiro, R. J. Constructing a theory of reconstructive memory: The "State
of the Schema" approach. In R. C. Anderson, R. J. Spiro, and W. E.
Montague (Eds. ),- Schooling and the ac uisition of knowled
Hillsdale, N.J.: Eribaum, -1977.
A Cross-Cultural Perspective on Reading Comprehension.
30
Stein; N. L., Glenn, C. A. A deye mental study of children's recall
of story material. Paper presented at the biennial meeting of the
Society for Research in Child Development,/benver, 1975.
Swinney, D. A., & Hakes, D. T. Effects of prior context on lexical access
during sentence comprehension. Journal of Verbal Learning and Verbal
Behavior,' 1976, 15, 681-689.
Watts, C. H., Anderson, R. C. Effects of three types of inserted
questions on learning om prose. Journal of Educational Psychology,
1971, 62, 387-394.
Zang ill, 0. L. Remembering revisited. Quarterly Journal of Experimental
Psychology, 1972, 24, 123-138.
A Cross - Cultural Perspective 611 Reading Comprehension
31
Table
Mean Pe ormance on Various Measures
Nationality
MeasUre
Americans Indians
Americanpassage
_Indian
passageAmerican Indianpassage passage
Time (seconds) 168 213 304 276
Gist recall 52.4 37.9 27.3 37,6
Elaborations 5.7 .2
Distortions .1 7.6 5.5 .3.
Other overt.errors, 7.5 5.2 8.0 5.9
Omissions 76.2 76.6 95.5 3.3
Table 2
Examples of Idea Units of Contrasting Importance to Americans and Indians
American passage Indian Passage
Idea units more important Idea units more important Idea units more important
to Americans to Indians to Ameri:ans
Idea units more important
to Indians
Then on Friday night they
had the rehearsal at the
church and the rehearsal
dinner, which lasted
nail almost midnight.
All the attendants wore
dresses tha were
specially designed to
go with Pam's.
Her mother wore yellow,,
which looks great on her
with her bleached hair,
and George's mother
wore_- ale
She'll be lucky if she
can even het her dau titer
married, the way things
are going.
Her mother wore yellow,
which looks great on her
with her bleached hair,
and George's mother were
pale green.
Have you seen the diaMond
she has? It must have
cost George a fortune
because it's almost two
carats.
Prema's huShand had to wear
a dhoti for that ceremony
and for the wedding the
net day.
There were only the usual
essential rituals; the
curtain removal, the parents
giving the daughter away,
'walking seven steps to-
gether, etc., and plenty
of smoke from the sacred
4re.
There must have been about
_five hundred people at the
wedding feast. Since only
fifty people could be
rate_d at one time, itwent on for a long time.
Prema's in-laws seem to he'
rkiEnOiplcople. They
did not create any problem
in the wedding, even though rt
Prema's husband is their,P.
only son,
0
Since they did not ask for 4
any dowry, Prema's parents
were a little ,worried about
their asking for a scooter H.
before the wedding, but 0
they didn't ask for one. y o
Prema's parents were very
sad when she left. .11
0,
ro
0
0
0Note:--Important idea units are
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No. 51: Brown, A. L. TheorieS_of Memor and the Problems__of Develo-ment:Activit'Gro, July 1977. ERIC DocumentReproduction Service No. ED 144 041, 59p., HC-$3.50, MF-$.83)
No. 52: Morgan, J. L. Two Types of Convention WIndirect Speech Acts,July 1977.
No. 53.: ,Brown, A. L., Smiley, S. S., & Lawton, S. The Effects of Expe7rience on the Selection of Suitable Retrieval CueSfor'Stud infrom Prose Passages, July 1977. ERIC, Document e0roductionService No. ED 144 042, 30p., HC-42.06; MF-$.83).
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No. 54:' Fleisher, L. S., & Jenkins, J. R. Effects of COntextualized and De-contextualized Practice Conditions on_Word:ReCognition, July 1977.(ERIC Document Reproduction Service No. ED 144 043, 37p., HC-$2.06,MF-$.83)
No. Jenkins, J. R., & Larson, K. Evalua in Error ection Procedures forOral_Reeding, June 1978.
No. 56: Anderson, T. H., Standiford, S. N., & Alessi, S. M. Computer AssistedProblem Solving_in_an Introductor- Statistics Course, August 1977.TUC Document Reproduction Service No U1447563; 26p.,HC-$2.06, MF-$.83)
No. 57: Barnitz, J. Interrelationshi Ortho and Phon o ical Structuren Learnin _to Read, August 1977.
No. 58: Mason, J. M. The Role of Strate in Readins Meritall Retarded,September 1977.
No. 59: Mason; J. M. Readin Readiness: A Definition and Skills Hierarchy_from Preschoolers Develosin' Concetions of Print,- September 1977.
---------- --------60: -Spiro, R. J., & Esposito, J. J. Superficial Processing of Explicit
Inferences in Text, December 1977.
No. 1: Spiro, R. J., & Smith, D. Distiniuis_h_in,_Suenders:Overizeliance on Conce tual vs. Data - Driven Processes, April 1978
65:- Brewer, W. F. Memory for _the P z matic Im licationsOctober 1977. (ERIC Document Reproduction Sery27p., HC- $2.06, MF-$.83)
No. 66: Brown, A. L., & Smiley, S. S. The Develoment of StrateSt4dyinoOrose Passages, October 1977.
of Sentences,ce No. ED 146
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No. Stein, N. L., & Nezworski, T. The Effects of Organization and, ns_xuc-tional Set on Story Memory, January 1978.
No. 69: Stein, N. L. How Children Understand Stories: .A Develo mental Ana sis,March 1978.- .... e .
76: Thiema, T. J., & Brown, A. L. The Effects of Semantic and FormalSimilarity on Recognition Memory for_Sentences in ChildrenNOvember 1977.
No. 77: Nash4ebber, B. L. Inference in Approach toJanuary 1978.
No. 78: Gentner, D. On Relational Meaning_:-The Acquisition: of Verb Meaning-;December 1977.
No. 79: Royer,J-. M. TheorieS,roflearn'n Transfer, January-1978.
No. 80: Arter, & Jenkins,. J. R. Differential Dia. nosis-PrescTeaching:-_A_CriticalAppraiSal, January 1978.
81: Shoben, E. J. ,Choosing a Model of Sentence Picture Comparisons:_Reply_ to Catlin and Jones', February.14W
No. 82: Steffensen, M. S.. Bereiter and En eimann Reconsidered: The Evidencefrom Children Acuirin Black E- sh ernacular, March 1978.,.
'Reynolds, R. E., Standiford, S. N.,,& Anderson, R.-C. Distributionof Readin Time when Suestions are Asked about a RestrictedCategory of Text Information, April 1978.
No. 84: Baker, L. Processin Ten oral Relationshi s in Simile Effectsof IhpUt Sequence, April 1978. .
Mason, J. M., Knisely, E., & Kendall, J. -Effects of Polysemous Wordst.on Sentence Comprehension, May 1978.
No. 86: Anderson, T. H., Wardrop, J. L., Hively, W., Muller, K.' E,R. I. Hastings, C. N., & Frederiksen, J. Development and Trial
Model for Referenced Tests of Readin`Comprehension, May 1978.
No. Andre, M. E. D. A.,'& Anderson, T. H. The Develo ment and Evaluationof a Selfzgli±IiopingLtuidLachnicut, June 1978.
No. 88: B., & Newman, D. Interacting Plans, June 1978.
No. 89: Bruce, B.., Collins, A., Rubin, A. D., & Gentner, D. A CognitiveScience Approach to Writing, June 1978.
90: Asher, S. T. Referential Communication, June 1978.
N- Royer,,- J. M., & Cunningham, D. J. On the:. Theory andMeaiurement ofReading Comprehension, June 1978.
Masqn, J. M., & Kendall, J. R. Facilitating Reading Comprehensionthrough Text_ Structure Manipulation, Jtine
No. ktony,-A., Schallert, D. L., Reynolds, R. E., & Antos, S. J. ilter-preting Metaphors and Idloms:_Some_EffectsdfContexton CoMpre-,
-hention July 1978.
94: Brown, A. L., Campione,-J.7C., & Barclay, C. R. Training Self - checkingRoutine --for Estimating Test Readiness: Generalization- frOMList-Learnipg to Prose Recall, July 1978.
NO. 95 Reichman, R. ConversationalCoherency,:July, 1978.
No,96: -Wigfield, &Asher, S. R.Communication:Performance*Jply 1978.
97 Steffensen,- M. S., Jogdeo, C.,- & Anderson,. R. C. A Cr --,-Cultural
Perspective on_ReadingCOMPrehension, July 1978.,
e Differences in Children's Referential--An Inve tation of Task_ Effects,.