I'm sorry, but is not clear to me what is the argument.I just indicated what the study actual says.The validity of any study, if done correctly, is for the sample used and the parameters tested. Is not a universal truth. If you have in mind a specific study that points to the fact that cognition (not specifically learning something, exploring, etc) between home- and institution-growing kids may be different (which this study certainly does not exclude), please point to it.
--- On Thu, 1/20/11, Maria Droujkova <[email protected]> wrote: From: Maria Droujkova <[email protected]> Subject: Re: [IAEP] [support-gang] When teaching restrains discovery To: "Yioryos Asprobounitis" <[email protected]> Cc: "Caryl Bigenho" <[email protected]>, "Community Support Volunteers -- who help respond to help AT laptop.org" <[email protected]>, "IAEP SugarLabs" <[email protected]>, [email protected] Date: Thursday, January 20, 2011, 6:08 AM On Thu, Jan 20, 2011 at 5:59 AM, Yioryos Asprobounitis <[email protected]> wrote: > > The study involved > "149 (American) preschoolers (mean age: 60 months, range: > 48–72 months) (that) were recruited in a metropolitan > Science Museum. Most children were white and middleclass, > but a range of ethnicities resembling the diversity of > the population was represented". This does not describe a meaningful population for such a study. There are huge differences, for example, between "home-grown kids" and "institution-grown kids" that can both come from middle-class families. Cheers, Maria Droujkova Make math your own, to make your own math.
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