500
Under this higher education system, Chinese students “are deprived of the opportunities for being challenged by the cognitive dissonance necessary for cognitive development” (Zhang and Watkins, 2001, p. 253), according to Perry’s development model.
Under the Chinese higher education system. “For example, Chinese students enter college with predetermined majors that are overspecialized. In contrast, in the US higher educational system, students are allowed to choose their major areas of study after they will have gained sufficient understanding of different academic subjects” (Zhang and Watkins, 2001, p. 253). This may “inhibit their cognitive development” (Zhang and Watkins, 2001, p. 253).