scholarly journals Cultural psychology andDeconstructing Developmental Psychology

2015 ◽  
Vol 25 (3) ◽  
pp. 388-401 ◽  
Author(s):  
Sarah Crafter
2003 ◽  
Vol 30 (1) ◽  
pp. 79-83 ◽  
Author(s):  
Charles T. Lockett

Charles Lockett is an Assistant Professor in the School of Psychology at James Madison University, where he teaches developmental psychology as well as advanced topic courses in cultural psychology and the psychology of race and racism. A graduate of Howard University, Lockett credits Howard's Preparing Future Faculty Fellowship Program for his grasp of classroom dynamics. Lockett's research focus is examining cultural and personal identity factors that lead to achievement among minority populations. Robert Serpell, Professor of Psychology, University of Maryland, Baltimore County, is currently a visiting professor at the University of Malawi where he conducts applied developmental psychology research. He was the Director of the Doctoral Studies Program in Applied Developmental Psychology (1989 to 2001). Born and raised in England, with a BA (Oxford, 1965), and a PhD (Sussex, 1969), he is a citizen of Zambia and worked at the University of Zambia (1965 to 1989) as Head, Psychology Department, and Director, Institute for African Studies. His theoretical and applied research in Africa, Britain, and the United States has centered on the sociocultural context of children's cognitive development.


Author(s):  
Nandita Chaudhary ◽  
Sujata Sriram ◽  
Jaan Valsiner

Cultural psychology is a theoretical approach that treats human beings as intimately intertwined with the surrounding social world, which is filled with meanings conveyed through signs. It is based on the axiom that cultural contexts and psychological phenomena are assumed to be mutual, inseparable, and co-constructive. This focus fits the general scientific status of all open systems, which exist only due to the continuous exchange of materials with the environment. Cultural psychology is an integrated approach to psychology rather than a separate branch, as is sometimes believed, since psychology and culture “make each other up.” This involves constructive internalization (intra-mental construction of personal meanings) and equally constructive externalization (changing the environment in the direction specified by the internal meanings). As a collaborative, multidisciplinary perspective, cultural psychology is closely linked with disciplines like anthropology, sociology, linguistics, literature, and others. Cultural psychology focuses on the study of cultural—sign-mediating—processes within the mind. A common misconception relates to the fact that the term “cultural” refers to the study of similarities and differences between various communities. Rather than focusing on static comparisons, meaning-making and dynamic organization of personal and collective reality are studied. Differences between societies are important only as illustrations of the possible patterns of human psychological variation as they emerge in a particular time-space coordinate. Thus, another important axiom is that there can be no psychology without culture. Culture is constructed by goal-oriented human actions and involves continuous thought, action, and emotion in the face of uncertainty. Thus, the centrally important feature of cultural psychology is the inclusion of personal, interpersonal, and collective processes as they make up the different layers of meaning in irreversible time. Culture is both inside a person’s mind, as a personal manifestation, and also a shared system or collective set of customs. Cultural psychologists tend to treat the person as a whole rather than as separate different domains of activity because a comprehensive and multidimensional approach to a person within context is believed to be the key to meaning. Cultural psychology attempts to bring the notion of context into the central focus in psychology and the notion of person back into ethnography, as these are believed to be constructive. Context is viewed in two ways—as inevitably and inseparably linked with the phenomenon and as external social setting (e.g., home, school) in which human activities take place. Another important feature is that “cultural psychology is inherently a developmental discipline and developmental psychology is inherently cultural” (Shwartz, et al. 2020, p. 2). All levels of culturally organized human ways of living—persons, communities, societies—are constantly developing systems.


2020 ◽  
pp. 174569162093146
Author(s):  
Yang Qu ◽  
Nathan A. Jorgensen ◽  
Eva H. Telzer

Despite growing research on neurobiological development, little attention has been paid to cultural and ethnic variation in neurodevelopmental processes. We present an overview of the current state of developmental cognitive neuroscience with respect to its attention to cultural issues. Analyses based on 80 publications represented in five recent meta-analyses related to adolescent developmental neuroscience show that 99% of the publications used samples in Western countries. Only 22% of studies provided a detailed description of participants’ racial/ethnic background, and only 18% provided for socioeconomic status. Results reveal a trend in developmental cognitive neuroscience research: The body of research is derived not only mostly from Western samples but also from participants whose race/ethnicity is unknown. To achieve a holistic perspective on brain development in different cultural contexts, we propose and highlight an emerging interdisciplinary approach—developmental cultural neuroscience—the intersection of developmental psychology, cultural psychology, and cognitive neuroscience. Developmental cultural neuroscience aims to elucidate cultural similarities and differences in neural processing across the life span. We call attention to the importance of incorporating culture into the empirical investigation of neurodevelopment.


2021 ◽  
pp. 174569162098072
Author(s):  
Larisa Heiphetz ◽  
Shigehiro Oishi

Although many definitions of culture exist, studies in psychology typically conceptualize different cultures as different countries. In this article, we argue that cultural psychology also provides a useful lens through which to view developmental milestones. Like other forms of culture, different developmental milestones are demarcated by shared values and language as well as transmission of particular social norms. Viewing development through the lens of cultural psychology sheds light on questions of particular interest to cultural psychologists, such as those concerning the emergence of new cultures and the role of culture in shaping psychological processes. This novel framework also clarifies topics of particular interest to developmental psychology, such as conflict between individuals at different milestones (e.g., arguments between older and younger siblings) and age-related changes in cognition and behavior.


2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Anfu Yan

In a modern society where the globalization process is deepening,continuous contact with individuals from different cultural backgrounds will lead to thinking about cultural identity. Cultural identity is the cornerstone of national identity and national identity. In recent years, it has become an important field of interdisciplinary and one of the topics of interest to psychologists. In the perspective of psychology, the study of cultural identity mainly focuses on the fields of developmental psychology, social psychology and cross-cultural psychology. The perspective of developmental psychology emphasizes that the construction and formation of individual cultural identity is a complex process of change. Social identity theory focuses on the relationship between cultural identity and self-esteem.Safe national identity strongly promotes the level of individual self-esteem. The theory of cultural adaptation emphasizes the different coping strategies of individuals in the development of cultural identity, such as integration, assimilation, separation and marginalization.


2020 ◽  
Author(s):  
Yang Qu ◽  
Nathan Jorgensen ◽  
Eva H. Telzer

Despite growing research on neurobiological development, little attention has been paid to cultural and ethnic variation in neurodevelopmental processes. We present an overview of the current state of developmental cognitive neuroscience, with respect to its attention to cultural issues. Analyses based on 80 publications represented in 5 recent meta-analyses related to adolescent developmental neuroscience show that 99% of the publications utilized samples in Western countries. Only 22% of studies provided a detailed description of participants’ racial/ethnic background and 18% for socioeconomic status. Results reveal a trend in developmental cognitive neuroscience research: not only is this body of research mostly derived from Western samples, but the race/ethnicity of the majority of participants is unknown. To achieve a holistic perspective on brain development in different cultural contexts, we propose and highlight an emerging interdisciplinary approach – developmental cultural neuroscience – the intersection of developmental psychology, cultural psychology, and cognitive neuroscience. Developmental cultural neuroscience aims to elucidate cultural similarities and differences in neural processing across the lifespan. We call attention to the importance of incorporating culture into the empirical investigation of neurodevelopment.


2020 ◽  
Vol 61 (1) ◽  
pp. 8-32
Author(s):  
Eugene Mario DeRobertis

This article presents a textual analysis of the inaugural issue of the Journal of Humanistic Psychology. The analysis culminated in the creation of a composite narrative that expresses the character of the humanistic vision for psychological science, a historical snapshot of the evolving humanistic revolution circa 1961. The analysis showed humanistic psychology to have proposed a nonreactionary, inclusive, integrative approach to psychology. This approach was anchored in a radicalized image of humanity, one that would not rely wholly on theories and methods of research designed for nonhuman beings. The findings further indicate that, from its inception, humanistic psychology was envisioned to be a unique amalgam of what would today be considered cultural psychology, cognitive psychology, and developmental psychology, without being reducible to any one of these subfields. It was and remains an effort in earnest to do justice to a truer self, engaged in the process of becoming, operating within biological and cultural parameters.


Author(s):  
Margaret S. Barrett

This chapter draws on a range of disciplines including music developmental psychology, cultural psychology, ethnomusicology, archeology, aesthetics, and evolutionary theory to illustrate the ubiquitous nature of singing and song-making in human thought and activity. Invented song-making, a phenomenon that emerges in infancy between infant and carer, functions as a cultural tool in children’s engagement in social and cultural settings, plays a role in children’s early learning and development across many dimensions, and lays the foundations for musical parenting. This shared music-making underpins the emergence of children’s independent song-making. The chapter pursues these notions through five questions: What is young children’s invented song-making? When and how does singing and invented song-making emerge? What prompts and supports early singing and invented song-making? What function does early singing and invented song-making have in young children’s early learning and development? How might young children’s early singing and invented song-making be supported and developed?


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