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Minnesota Symposium on Child Psychology, Volume 38: Culture and Developmental Systems

ISBN: 978-1-119-24765-4
384 pages
November 2016
Minnesota Symposium on Child Psychology, Volume 38: Culture and Developmental Systems (1119247659) cover image

Description

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.

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Table of Contents

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” Approaches to the Development of Language and Emotion Regulation 161

Can We Move beyond Metaphors? 162

References 163

5 Cultural Expressions and Neurobiological Underpinnings in Mother–Infant Interactions 185
Marc H. Bornstein

Introduction 185

Parenting 186

Parenting Practices 188

Autonomic Nervous System 194

Central Nervous System 196

Implicit Association Test 197

Thermography 198

Functional Magnetic Resonance Imaging 199

Frontiers 207

Conclusions and Final Thoughts 209

References 211

6 The Cultural Organization of Young Children’s Everyday Learning 223
Suzanne Gaskins

An Uneasy Peace 223

Culture: The “Thorn” in Developmental Theory 224

Possible Solution #1: Minimize the Cultural Argument 225

Possible Solution #2: Minimize the Importance of Environment 226

Possible Solution #3: Minimize the Claim of Universal Outcomes 227

Human Development: Becoming a Cultural Being 228

Theoretical Potential of an Expanded Model of Development 230

Putting Yucatec Mayan Children’s Development into Context 231

Early Social Interactions 235

The Role of Children’s Play (and Work) 245

Attentional Stance: Focused versus Open 252

Negotiating a Stable Peace among Developmental Claims 259

Early Social Interaction 261

The Role of Children’s Play (and Work) 262

Attentional Stance: Focused versus Open 263

Nature and Nurture as Co-Contributors to Development 264

References 266

7 Socioemotional Development across Cultures 275
Xinyin Chen

Introduction 275

Conceptual and Methodological Issues in Research on Culture and Human Development 276

The Contextual-Developmental Perspective: A Theoretical Framework for Cross-Cultural Research on Socioemotional Development 278

Culture and Shyness-Inhibition 280

The Display of Shyness-Inhibition in Chinese and North American Children 282

Parents’ and Peers’ Attitudes toward Shyness-Inhibition 285

Shyness-Inhibition and Adjustment Outcomes 288

Issues and Future Directions 291

References 293

8 Two Senses of Cultural Relativity 299
Michael Maratsos

Introduction 299

Cultural Relativism: An Introduction to Two Senses 301

Verstehen Relativism and Its Application 303

Verstehen Relativism,Warfare, and the Training of Civilized People 305

The Problem of Trade-offs 308

Child Labor and Child Schooling: Another Likely Trade-off? 310

Egalitarian Cultural Relativism and Moral Perspectives 312

Strong Cultural Relativism: An Internally Inconsistent Idea 314

Difficulties with Two Psychological Defenses of Strong Relativism 315

Arguments from Benevolent Informed Intentions, and the Problem of Unequal Power 316

Gender Inequality 320

Moral Equality through Neutralization Because of Conformity 325

The Different Causes of Conformity; Conformity as Motivated, Not Inertial 328

Arguments about Effective Functioning 330

Qualifying and Restricting the Arguments 334

References 338

Author Index 343

Subject Index 357

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The Wiley Advantage

  • Collects the work of top tier scientists in developmental psychology and presents their newest work for peer emulation and implementation.
  • Describesthe radical change in our understanding of information processing, which we now view as distributed input over units that act like neurons and are organized into layers, fields, and networks which are thought to develop and to interact.  This has great implications for human development.
  • Discusses the implications and the possible interventions suggested by our evolving understanding of control processes as they relate to success in school and other areas.
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