American and Chinese children's understanding of distance, time, and speedinterrelations

American and Chinese children's (1st, 3rd, and 5th grade) understanding of the interrelations among distance, time, and speed was investigated across three tasks. In each task, information from two dimensions was presented si multaneously and children were asked to predict the third dimension. To con trol for the load on short-term memory, all information was visually presen t at the time of judgment. Clinical interviews were conducted to validate c hildren's competence. Results showed that all children mastered the distanc e concept before the concepts of time and speed, both of which evolved at a bout the same time. Across cultures, Chinese children showed mastery of the interrelationships among concepts at an earlier age (3rd grade) than Ameri can children (5th grade). Also, Chinese Ist graders used more sophisticated strategies more consistently than American Ist graders. Results are discus sed in light of cultural differences in curricula, teaching, and learning s tyles. (C) 2001 Elsevier Science Inc. All rights reserved.