Culture and Developmental Systems, Volume 38

Culture and Developmental Systems, Volume 38

The Minnesota Symposia on Child Psychology 1. Aufl.

von: Maria D. Sera, Michael Maratsos, Stephanie M. Carlson

116,99 €

Verlag: Wiley
Format: EPUB
Veröffentl.: 28.10.2016
ISBN/EAN: 9781119301967
Sprache: englisch
Anzahl Seiten: 384

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<b>The latest on child psychology and the role of cultural and developmental systems</b> <p>Now in its 38<sup>th</sup> volume, <i>Minnesota Symposia on Child Psychology: Culture and Developmental Systems</i> contains the collected papers from the most prestigious symposia in the field of child development. Providing scholars, students, and practitioners with access to the work of leading researchers in human development, it outlines how the field has advanced dramatically in recent years—both empirically and conceptually. <p>The updated collection outlines the latest information and research on child psychology, including the cultural neuroscience of the developing brain in childhood, the role of culture and language in the development of color categorization, socioemotional development across cultures, and much more. <ul> <li>Find out how much math is 'hard wired,' if at all</li> <li>Explore the development of culture, language, and emotion</li> <li>Discover cultural expressions and the neurobiological underpinnings in mother-infant interactions</li> <li>Examine the cultural organization of young children's everyday learning</li> </ul> <p>Written for generalists and specialists alike, <i>Minnesota Symposia on Child Psychology</i> offers the most up-to-date information on the central processes of human development and its implications for school success, as well as other areas.
<p>Preface xi</p> <p>Contributors xv</p> <p><b>1 Cultural Neuroscience of the Developing Brain in Childhood 1</b><br /><i>Joan Y. Chiao</i></p> <p>Introduction 1</p> <p>Theories in Cultural Neuroscience of the Developing Brain 2</p> <p>Methods in Cultural Neuroscience Research of the Developing Brain 4</p> <p>Cultural Psychology 5</p> <p>Developmental Human Neuroscience 8</p> <p>Developmental Imaging Genetics 10</p> <p>Population Genetics 12</p> <p>Empirical Progress in Cultural Neuroscience of the Developing Brain in Childhood 13</p> <p>Self and Other Knowledge 13</p> <p>Emotion 16</p> <p>Empathy 18</p> <p>Theory of Mind 21</p> <p>Cognition 23</p> <p>Future Directions in Cultural Neuroscience of the Developing Brain in Childhood 27</p> <p>Implications of Cultural Neuroscience of the Developing Brain 29</p> <p>References 29</p> <p><b>2 The Role of Culture and Language in the Development of Color Categorization 39</b><br /><i>Anna Franklin</i></p> <p>Color Categories and Reasons to Investigate Them 39</p> <p>Influence of Color Terms on Perception and Cognition 44</p> <p>Contributions from Developmental Science 47</p> <p>Color Term Acquisition and Emergence of Cross-Cultural Differences 48</p> <p>Development of Infant Color Categories 55</p> <p>Lateralized Category Effects in Infants and Toddlers 64</p> <p>Unresolved Issues and New Developmental Questions 66</p> <p>How Do Infant Color Categories Relate to the World’s Color Lexicons? 67</p> <p>How Is Color Categorized in the Absence of Language? 68</p> <p>Is There Cross-Cultural Variation in Prelinguistic Color Categories? 70</p> <p>Conclusions 71</p> <p>References 73</p> <p><b>3 How Much Mathematics Is “Hardwired,” If Any at All: Biological Evolution, Development, and the Essential Role of Culture 83</b><br /><i>Rafael Núñez</i></p> <p>Introduction 83</p> <p>Nativism in Cognitive Development, Cognitive Neuroscience, and Animal Cognition 86</p> <p>Quantity-Related “Hardwired” Capacities? Yes,…Are They Mathematical? No 88</p> <p>Aren’t Number-to-Space Mappings “Hardwired”? No 90</p> <p>What CanWe Learn from the History of Mathematics? A Lot 92</p> <p>Numbers and Calculations without Number Lines in Old Babylonian Mathematics 93</p> <p>How Long Does It Take for the Number Line to Be Invented? A Long Time 96</p> <p>Are Results in Experimental Studies on Number-Line Mappings Consistent with Historical Records? Yes 100</p> <p>Are Number Mental Representations Inherently Spatial? 100</p> <p>Is the Intuition of Mapping Number to Space “Hardwired” and Universal? 106</p> <p>Biocultural Issues for Child Psychology and Developmental Theory: Is Snowboarding “Hardwired”? No, It Is Not 116</p> <p>References 120</p> <p><b>4 Culture, Language, and Emotion: Explorations in Development 125</b><br /><i>Twila Tardif</i></p> <p>Introduction 125</p> <p>Culture as Independent Variable, Culture as a Metaphor 125</p> <p>Culture as Instantiated through Language 127</p> <p>Vocabulary Learning: Similarities, Differences, and Useful Metaphors 133</p> <p>Summary of Cultural Metaphors for Language 145</p> <p>Culture as Instantiated through Emotion and Emotion Regulation Strategies 146</p> <p>Cross-Cultural Differences in Emotional Expression: Main Effects 147</p> <p>Facial Expressions of Emotion 148</p> <p>Cross-Cultural Differences in Physiological Components of Emotions: Main Effects 150</p> <p>Culture, Physiology, and Behavior in Emotion Regulation 151</p> <p>How Do Proximal Factors Affect Interactions among Behavior, Biology, and Culture? 153</p> <p>Assessing Emotion Regulation via Cortisol Reactivity and Executive Functioning across Different Cultural Contexts 155</p> <p>Limitations of Both “Cultural” and “Cross-Cultural” Approaches to the Development of Language and Emotion Regulation 161</p> <p>Can We Move beyond Metaphors? 162</p> <p>References 163</p> <p><b>5 Cultural Expressions and Neurobiological Underpinnings in Mother–Infant Interactions 185</b><br /><i>Marc H. Bornstein</i></p> <p>Introduction 185</p> <p>Parenting 186</p> <p>Parenting Practices 188</p> <p>Autonomic Nervous System 194</p> <p>Central Nervous System 196</p> <p>Implicit Association Test 197</p> <p>Thermography 198</p> <p>Functional Magnetic Resonance Imaging 199</p> <p>Frontiers 207</p> <p>Conclusions and Final Thoughts 209</p> <p>References 211</p> <p><b>6 The Cultural Organization of Young Children’s Everyday Learning 223</b><br /><i>Suzanne Gaskins</i></p> <p>An Uneasy Peace 223</p> <p>Culture: The “Thorn” in Developmental Theory 224</p> <p>Possible Solution #1: Minimize the Cultural Argument 225</p> <p>Possible Solution #2: Minimize the Importance of Environment 226</p> <p>Possible Solution #3: Minimize the Claim of Universal Outcomes 227</p> <p>Human Development: Becoming a Cultural Being 228</p> <p>Theoretical Potential of an Expanded Model of Development 230</p> <p>Putting Yucatec Mayan Children’s Development into Context 231</p> <p>Early Social Interactions 235</p> <p>The Role of Children’s Play (and Work) 245</p> <p>Attentional Stance: Focused versus Open 252</p> <p>Negotiating a Stable Peace among Developmental Claims 259</p> <p>Early Social Interaction 261</p> <p>The Role of Children’s Play (and Work) 262</p> <p>Attentional Stance: Focused versus Open 263</p> <p>Nature and Nurture as Co-Contributors to Development 264</p> <p>References 266</p> <p><b>7 Socioemotional Development across Cultures 275</b><br /><i>Xinyin Chen</i></p> <p>Introduction 275</p> <p>Conceptual and Methodological Issues in Research on Culture and Human Development 276</p> <p>The Contextual-Developmental Perspective: A Theoretical Framework for Cross-Cultural Research on Socioemotional Development 278</p> <p>Culture and Shyness-Inhibition 280</p> <p>The Display of Shyness-Inhibition in Chinese and North American Children 282</p> <p>Parents’ and Peers’ Attitudes toward Shyness-Inhibition 285</p> <p>Shyness-Inhibition and Adjustment Outcomes 288</p> <p>Issues and Future Directions 291</p> <p>References 293</p> <p><b>8 Two Senses of Cultural Relativity 299</b><br /><i>Michael Maratsos</i></p> <p>Introduction 299</p> <p>Cultural Relativism: An Introduction to Two Senses 301</p> <p>Verstehen Relativism and Its Application 303</p> <p>Verstehen Relativism,Warfare, and the Training of Civilized People 305</p> <p>The Problem of Trade-offs 308</p> <p>Child Labor and Child Schooling: Another Likely Trade-off? 310</p> <p>Egalitarian Cultural Relativism and Moral Perspectives 312</p> <p>Strong Cultural Relativism: An Internally Inconsistent Idea 314</p> <p>Difficulties with Two Psychological Defenses of Strong Relativism 315</p> <p>Arguments from Benevolent Informed Intentions, and the Problem of Unequal Power 316</p> <p>Gender Inequality 320</p> <p>Moral Equality through Neutralization Because of Conformity 325</p> <p>The Different Causes of Conformity; Conformity as Motivated, Not Inertial 328</p> <p>Arguments about Effective Functioning 330</p> <p>Qualifying and Restricting the Arguments 334</p> <p>References 338</p> <p>Author Index 343</p> <p>Subject Index 357</p>
<p><strong>Maria D. Sera</strong> is a full professor in the Institute of Child Development at the University of Minnesota. Her research focuses on the relation between language and cognitive development.

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