scholarly journals Cross-cultural variation in the development of folk ecological reasoning

2018 ◽  
Author(s):  
Justin Thomas Albert Busch ◽  
Rachel E. Watson-Jones ◽  
Cristine Legare
Keyword(s):  
Formal Education ◽  
Natural Kinds ◽  
Natural World ◽  
Cross Cultural ◽  
Cultural Variation ◽  
Direct Experience ◽  
Western Population ◽  
Group A ◽  
The U.S ◽  
Taxonomic Reasoning

Two studies examined children’s reasoning about biological kinds in populations that vary in formal education and direct experience with the natural world, a Western (urban U.S.) and a Non-Western population (Tanna, Vanuatu). Study 1 examined children’s concepts of ecological relatedness between species (N=97, 5- 13-year-olds). U.S. children provided more taxonomic explanations than Ni-Vanuatu children, who provided more ecological, physiological, and utility explanations than U.S. children. Ecological explanations were most common overall, and more common among older than younger children across cultures. In Study 2, children (N=106, 6- 11-year-olds) sorted pictures of natural kinds into groups. U.S. children were more likely than Ni-Vanuatu children to categorize a human as an animal and the tendency to group a human with other animals increased with age in the U.S. Despite substantial differences in cultural, educational, and ecological input, children in both populations privileged ecological reasoning. In contrast, taxonomic reasoning was more variable between populations, which may reflect differences in experience with formal education.

Naming the Living Things: Linguistic, Experiential and Cultural Factors in Wichí and Spanish Speaking Children

2014 ◽  
Vol 14 (3-4) ◽  
pp. 213-233 ◽  
Author(s):  
Andrea S. Taverna ◽  
Sandra R. Waxman ◽  
Douglas L. Medin ◽  
Nora Moscoloni ◽  
Olga A. Peralta
Keyword(s):  
Conceptual Structure ◽  
Natural World ◽  
Cross Cultural ◽  
Hierarchical Level ◽  
Direct Experience ◽  
Semantic Organization ◽  
School Aged Children ◽  
Spanish Speaking ◽  
Living Things

This work focuses on the underlying conceptual structure of children’s category of living things from a cross-cultural, cross-linguistic perspective. School-aged children (n= 129) from three Argentinean communities (rural Wichí-speaking, rural Spanish-speaking, urban Spanish-speaking) were asked to generate the names of living things. Analyses were focused on the typicality, semantic organization, and hierarchical level of the names mentioned. We identified convergences among the names generated by children in all three communities, as well as key differences: the typicality, habitats and hierarchical level of the categories mentioned varied as a function of children’s language and their direct experience with the natural world. These findings provide evidence concerning the role of language, culture and experience in shaping children’s folkbiological concepts.

Attitudes toward affirmative action and collectivism: A cross-cultural assessment for Brazil and the U.S

2008 ◽  
Author(s):  
Amy M. Knepple ◽  
James Carney ◽  
Mino Rios ◽  
Sara Santos Chaves ◽  
Gilcimar Santos Dantas
Keyword(s):  
Affirmative Action ◽  
Cross Cultural ◽  
Cultural Assessment ◽  
The U.S

Influence of Cross-Cultural Competence on Trust Building for the U.S. Military

2011 ◽  
Author(s):  
Cecily E.E. Mccoy ◽  
Sandra C. Hughes ◽  
Gabriella Severe
Keyword(s):  
Cultural Competence ◽  
Cross Cultural ◽  
Trust Building ◽  
The U.S

How to Be an Alien: Cross-Cultural Transition of Russian-Speaking Youth in Israeli High Schools

2008 ◽  
Vol 23 (1) ◽  
pp. 66-83 ◽  
Author(s):  
Marina Niznik
Keyword(s):  
Soviet Union ◽  
Former Soviet Union ◽  
Formal Education ◽  
Cross Cultural ◽  
Educational Systems ◽  
Cultural Transition ◽  
Educational Achievements ◽  
Existing Problems ◽  
Language Behavior ◽  
Identity Crises

This study focuses on adolescents who immigrated to Israel between 2000 and 2002. The aim of the survey on which the article is based was to investigate the determinants of cross-cultural transition, focusing on family problems, identity crises, educational achievements, and language behavior. Since the beginning of the mass immigration from the former Soviet Union, the Israeli educational system has not managed to reorient itself to accommodate the newcomers. Among the main reasons are differences in the Russian and Israeli educational systems and the changing character of the immigration itself. Despite existing problems, the younger generation of these recent immigrants wants to be integrated into Israeli society. It is the task of the formal education system to provide them with support and guide them on a path toward successful adjustment.

scholarly journals The Life History of Learning Subsistence Skills among Hadza and BaYaka Foragers from Tanzania and the Republic of Congo

Human Nature ◽  
2021 ◽  
Author(s):  
Sheina Lew-Levy ◽  
Erik J. Ringen ◽  
Alyssa N. Crittenden ◽  
Ibrahim A. Mabulla ◽  
Tanya Broesch ◽  
...  
Keyword(s):  
Life History ◽  
Task Difficulty ◽  
Human Life ◽  
Age Of Acquisition ◽  
Cross Cultural ◽  
Cultural Variation ◽  
Republic Of Congo ◽  
Cross Cultural Differences ◽  
History Of ◽  
The Republic

AbstractAspects of human life history and cognition, such as our long childhoods and extensive use of teaching, theoretically evolved to facilitate the acquisition of complex tasks. The present paper empirically examines the relationship between subsistence task difficulty and age of acquisition, rates of teaching, and rates of oblique transmission among Hadza and BaYaka foragers from Tanzania and the Republic of Congo. We further examine cross-cultural variation in how and from whom learning occurred. Learning patterns and community perceptions of task difficulty were assessed through interviews. We found no relationship between task difficulty, age of acquisition, and oblique transmission, and a weak but positive relationship between task difficulty and rates of teaching. While same-sex transmission was normative in both societies, tasks ranked as more difficult were more likely to be transmitted by men among the BaYaka, but not among the Hadza, potentially reflecting cross-cultural differences in the sexual division of subsistence and teaching labor. Further, the BaYaka were more likely to report learning via teaching, and less likely to report learning via observation, than the Hadza, possibly owing to differences in socialization practices.

Affective Interpersonal Touch in Close Relationships: A Cross-Cultural Perspective

2021 ◽  
pp. 014616722098837
Author(s):  
Agnieszka Sorokowska ◽  
Supreet Saluja ◽  
Piotr Sorokowski ◽  
Tomasz Frąckowiak ◽  
Maciej Karwowski ◽  
...  
Keyword(s):  
Close Relationships ◽  
Cross Cultural ◽  
Cultural Variation ◽  
Interpersonal Distance ◽  
Cultural Perspective ◽  
Affective Touch ◽  
Individual Level ◽  
Interpersonal Touch ◽  
Regional Temperature

Interpersonal touch behavior differs across cultures, yet no study to date has systematically tested for cultural variation in affective touch, nor examined the factors that might account for this variability. Here, over 14,000 individuals from 45 countries were asked whether they embraced, stroked, kissed, or hugged their partner, friends, and youngest child during the week preceding the study. We then examined a range of hypothesized individual-level factors (sex, age, parasitic history, conservatism, religiosity, and preferred interpersonal distance) and cultural-level factors (regional temperature, parasite stress, regional conservatism, collectivism, and religiosity) in predicting these affective-touching behaviors. Our results indicate that affective touch was most prevalent in relationships with partners and children, and its diversity was relatively higher in warmer, less conservative, and religious countries, and among younger, female, and liberal people. This research allows for a broad and integrated view of the bases of cross-cultural variability in affective touch.

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