Abstract
For at least the last ten years' cross-cultural research on the cognitive consequences of has been dominated by the theoretical dichotomy between and informal education. The paradigm of formal is the style of schooling developed the industrialized West. It has been defined as any form of that is deliberate, carried on out of context a special setting outside of the routines of daily life, and made the responsibility of the larger social group. Informal education refers to that takes place in context as children participate everyday adult activities. It is the predominant form many nonindustrialized societies (Scribner and Cole 1973:555). Research guided by the formal/informal dichotomy typically has taken tests of memory, tests of logical reasoning, and other tests standardized on Western schoolchildren to a society where schooling is not universal. There schooled (formally educated) and unschooled (informally educated) children's performance on the tests are compared, and, time and again, the unschooled
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