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The latest on child psychology and the role of cultural and developmental systems Now in its 38th volume, Minnesota Symposia on Child Psychology: Culture and Developmental Systems 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. The updated collection outlines the latest information and research on child psychology, including…mehr
The latest on child psychology and the role of cultural and developmental systems Now in its 38th volume, Minnesota Symposia on Child Psychology: Culture and Developmental Systems 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. 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. * Find out how much math is 'hard wired,' if at all * Explore the development of culture, language, and emotion * Discover cultural expressions and the neurobiological underpinnings in mother-infant interactions * Examine the cultural organization of young children's everyday learning Written for generalists and specialists alike, Minnesota Symposia on Child Psychology 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.
Maria D. Sera 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.
Inhaltsangabe
Chapter 1: Cultural Neuroscience of the Developing Brain in Childhood Chapter 2: The Role of Culture and Language in the Development of Color Categorization Chapter 3: How Much Mathematics Is 'Hard-Wired,' If Any at All Chapter 4: Culture, Language, and Emotion: Explorations in Development Chapter 5: Cultural Expressions and Neurobiological Underpinnings in Mother Infant Interactions Chapter 6: The Cultural Organization of Young Children's Everyday Learning Chapter 7: Socioemotional Development Across Cultures Chapter 8: Two Senses of Cultural Relativity About the Author Index
Preface xi
Contributors xv
1 Cultural Neuroscience of the Developing Brain in Childhood 1 Joan Y. Chiao
Introduction 1
Theories in Cultural Neuroscience of the Developing Brain 2
Methods in Cultural Neuroscience Research of the Developing Brain 4
Cultural Psychology 5
Developmental Human Neuroscience 8
Developmental Imaging Genetics 10
Population Genetics 12
Empirical Progress in Cultural Neuroscience of the Developing Brain in Childhood 13
Self and Other Knowledge 13
Emotion 16
Empathy 18
Theory of Mind 21
Cognition 23
Future Directions in Cultural Neuroscience of the Developing Brain in Childhood 27
Implications of Cultural Neuroscience of the Developing Brain 29
References 29
2 The Role of Culture and Language in the Development of Color Categorization 39 Anna Franklin
Color Categories and Reasons to Investigate Them 39
Influence of Color Terms on Perception and Cognition 44
Contributions from Developmental Science 47
Color Term Acquisition and Emergence of Cross-Cultural Differences 48
Development of Infant Color Categories 55
Lateralized Category Effects in Infants and Toddlers 64
Unresolved Issues and New Developmental Questions 66
How Do Infant Color Categories Relate to the World's Color Lexicons? 67
How Is Color Categorized in the Absence of Language? 68
Is There Cross-Cultural Variation in Prelinguistic Color Categories? 70
Conclusions 71
References 73
3 How Much Mathematics Is "Hardwired," If Any at All: Biological Evolution, Development, and the Essential Role of Culture 83 Rafael Núñez
Introduction 83
Nativism in Cognitive Development, Cognitive Neuroscience, and Animal Cognition 86
Quantity-Related "Hardwired" Capacities? Yes,...Are They Mathematical? No 88
Aren't Number-to-Space Mappings "Hardwired"? No 90
What CanWe Learn from the History of Mathematics? A Lot 92
Numbers and Calculations without Number Lines in Old Babylonian Mathematics 93
How Long Does It Take for the Number Line to Be Invented? A Long Time 96
Are Results in Experimental Studies on Number-Line Mappings Consistent with Historical Records? Yes 100
Are Number Mental Representations Inherently Spatial? 100
Is the Intuition of Mapping Number to Space "Hardwired" and Universal? 106
Biocultural Issues for Child Psychology and Developmental Theory: Is Snowboarding "Hardwired"? No, It Is Not 116
References 120
4 Culture, Language, and Emotion: Explorations in Development 125 Twila Tardif
Introduction 125
Culture as Independent Variable, Culture as a Metaphor 125
Culture as Instantiated through Language 127
Vocabulary Learning: Similarities, Differences, and Useful Metaphors 133
Summary of Cultural Metaphors for Language 145
Culture as Instantiated through Emotion and Emotion Regulation Strategies 146
Cross-Cultural Differences in Emotional Expression: Main Effects 147
Facial Expressions of Emotion 148
Cross-Cultural Differences in Physiological Components of Emotions: Main Effects 150
Culture, Physiology, and Behavior in Emotion Regulation 151
How Do Proximal Factors Affect Interactions among Behavior, Biology, and Culture? 153
Assessing Emotion Regulation via Cortisol Reactivity and Executive Functioning across Different Cultural Contexts 155
Limitations of Both "Cultural" and "Cross-Cultural" Appro
Chapter 1: Cultural Neuroscience of the Developing Brain in Childhood Chapter 2: The Role of Culture and Language in the Development of Color Categorization Chapter 3: How Much Mathematics Is 'Hard-Wired,' If Any at All Chapter 4: Culture, Language, and Emotion: Explorations in Development Chapter 5: Cultural Expressions and Neurobiological Underpinnings in Mother Infant Interactions Chapter 6: The Cultural Organization of Young Children's Everyday Learning Chapter 7: Socioemotional Development Across Cultures Chapter 8: Two Senses of Cultural Relativity About the Author Index
Preface xi
Contributors xv
1 Cultural Neuroscience of the Developing Brain in Childhood 1 Joan Y. Chiao
Introduction 1
Theories in Cultural Neuroscience of the Developing Brain 2
Methods in Cultural Neuroscience Research of the Developing Brain 4
Cultural Psychology 5
Developmental Human Neuroscience 8
Developmental Imaging Genetics 10
Population Genetics 12
Empirical Progress in Cultural Neuroscience of the Developing Brain in Childhood 13
Self and Other Knowledge 13
Emotion 16
Empathy 18
Theory of Mind 21
Cognition 23
Future Directions in Cultural Neuroscience of the Developing Brain in Childhood 27
Implications of Cultural Neuroscience of the Developing Brain 29
References 29
2 The Role of Culture and Language in the Development of Color Categorization 39 Anna Franklin
Color Categories and Reasons to Investigate Them 39
Influence of Color Terms on Perception and Cognition 44
Contributions from Developmental Science 47
Color Term Acquisition and Emergence of Cross-Cultural Differences 48
Development of Infant Color Categories 55
Lateralized Category Effects in Infants and Toddlers 64
Unresolved Issues and New Developmental Questions 66
How Do Infant Color Categories Relate to the World's Color Lexicons? 67
How Is Color Categorized in the Absence of Language? 68
Is There Cross-Cultural Variation in Prelinguistic Color Categories? 70
Conclusions 71
References 73
3 How Much Mathematics Is "Hardwired," If Any at All: Biological Evolution, Development, and the Essential Role of Culture 83 Rafael Núñez
Introduction 83
Nativism in Cognitive Development, Cognitive Neuroscience, and Animal Cognition 86
Quantity-Related "Hardwired" Capacities? Yes,...Are They Mathematical? No 88
Aren't Number-to-Space Mappings "Hardwired"? No 90
What CanWe Learn from the History of Mathematics? A Lot 92
Numbers and Calculations without Number Lines in Old Babylonian Mathematics 93
How Long Does It Take for the Number Line to Be Invented? A Long Time 96
Are Results in Experimental Studies on Number-Line Mappings Consistent with Historical Records? Yes 100
Are Number Mental Representations Inherently Spatial? 100
Is the Intuition of Mapping Number to Space "Hardwired" and Universal? 106
Biocultural Issues for Child Psychology and Developmental Theory: Is Snowboarding "Hardwired"? No, It Is Not 116
References 120
4 Culture, Language, and Emotion: Explorations in Development 125 Twila Tardif
Introduction 125
Culture as Independent Variable, Culture as a Metaphor 125
Culture as Instantiated through Language 127
Vocabulary Learning: Similarities, Differences, and Useful Metaphors 133
Summary of Cultural Metaphors for Language 145
Culture as Instantiated through Emotion and Emotion Regulation Strategies 146
Cross-Cultural Differences in Emotional Expression: Main Effects 147
Facial Expressions of Emotion 148
Cross-Cultural Differences in Physiological Components of Emotions: Main Effects 150
Culture, Physiology, and Behavior in Emotion Regulation 151
How Do Proximal Factors Affect Interactions among Behavior, Biology, and Culture? 153
Assessing Emotion Regulation via Cortisol Reactivity and Executive Functioning across Different Cultural Contexts 155
Limitations of Both "Cultural" and "Cross-Cultural" Appro
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