Experimenter instructions as a mediator in the effects of culture on mapping one's neighborhood

In study 1 children, aged 6 and 12 years from southern India and mid-west USA were asked to construct a map of the neighborhoods around their schools. Performance on map making was measured in three ways: (1) the number of features depicted; (2) cognitive maturity in map representation (using Piaget's stages) and (3) furthest point represented. Significant main effects for performance was found for cultural context. Indian children depicted more features than American children while American children had more coordinated maps and depicted features further away from their school.In the second experiment, a different sample of same aged children in the same region of the USA and India were given differing instructions about the purpose of the mapping task. It was found that children tailored their maps for the purpose for which they had to construct it. The cultural differences in Piagetian stages disappeared; Indian children continued to exhibit a more intimate knowledge of their neighborhoods while American children depicted landmarks further away.