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- W1724535832 abstract "This chapter addresses the proposition that the study of the role of culture in cognitive development must be conducted in a broad, historical perspective that includes the history of the human species, the cultural history of the human group into which children are born, and their engagement in the cultural practices that serve as the proximal environments of development. The issue of phylogenetic history is pursued in two complementary ways: evidence of a “two-way path of causation” between biological and cultural change in the process of hominization following the appearance of Australopithecus and comparative studies on nonhuman primates, especially chimpanzees and bonobos which has produced abundant recent evidence that these near cousins of homo sapiens manifest the presence of culture, defined as behavioral conformity spread or maintained by nongenetic means through processes of social learning. The importance of cultural history is discussed in terms of several strategies. The first is illustrated by “cross-sectional” studies from societies that have undergone very rapid cultural change; in this research, people of the same age who have or have not been exposed to the cultural change are compared. The second strategy involves “longitudinal” studies in which psychologists have been able to return to areas undergoing cultural change at intervals of approximately 20 years and studied the changes in cognitive performance among the population that have occurred in relation to the nature of the cultural change. The third strategy is to study cognitive changes associated with the historically specific institution of formal education. The fourth strategy, akin to the second, is to trace changes in IQ scores over historical time. The role of participation in cultural practices is analyzed in several ways including: cognitive development in “core domains” such as number, naïve psychology, theory of mind and biology, noncore domains of social significance, and autobiographical memory. This work draws upon both within-culture and cross-cultural comparisons as key data. The chapter concludes by pointing to a variety of converging evidence to support the basic idea that the role of culture in cognitive development is indeed productively viewed in a broad developmental/historical perspective in which phylogeny, cultural-history, and participation in cultural practices in ontogeny are seen as co-constituting human ontogeny." @default.
- W1724535832 created "2016-06-24" @default.
- W1724535832 creator A5030990633 @default.
- W1724535832 date "2007-06-01" @default.
- W1724535832 modified "2023-09-29" @default.
- W1724535832 title "Culture and Cognitive Development in Phylogenetic, Historical, and Ontogenetic Perspective" @default.
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