Linguistic Relativity and the Question of Language-Specific Ontology: An Exploration of the Ontological Commitments of the Basque Language

2021 ◽  
Author(s):  
Roslyn M Frank
Keyword(s):  
Cognitive Linguistics ◽  
Noun Phrases ◽  
Linguistic Relativity ◽  
Ontological Commitments ◽  
Fine Grained ◽  
Cultural Research ◽  
Cross Cultural Research ◽  
Data Source ◽  
The Cross ◽  
The Relationship

<p>This essay explores the relationship holding between language, cognition and space by examining the notion of “ontological commitments” and focusing on Basque as the exemplar. In recent years discussions of linguistic relativity have brought to the fore the question of language-specific ontology. This topic has been addressed by Lucy (1996; 2000), and Levinson (1996), and even earlier by Whorf in the 1940s (Whorf 1995) as well as more indirectly by language typologists such as Senft (2000) and other researchers (Barton and Frank 2001; Nisbett 2003; Nisbett et al. 2001; Watson 1990). The chapter begins by introducing the key role played by “ontological commitments” in language, using Basque as the data source and, more concretely, by means of a fine-grained analysis of two Basque morphemes -en and -ki along with the schemas associated with them. Once the morphological complexity of each of the Basque examples is established, I attempt to describe the conceptual structure inherent to each classifier, following the lead of Tuggy (2003), Inglis (2003) and Palmer (2003). Methodologically, I draw on Langacker’s (2004) remarks on type, instance and nominal grounding, as well as those of Hudson (2004) and Dryer (2004) in reference to the cross-linguistic applicability of the terms “nominal grounding” and “noun phrases”. Overall, I argue for the following position: there is an aspect of spatial representation that relates directly to the differences in these ontological commitments and is conditioned by them. Finally, I propose that cognitive linguistics can profit by broadening its focus and becoming more aware of the cross-linguistic and cross-cultural research being conducted on ontological commitments.</p>

Spatial memory in Canadian and Indian young and older adults: the effects of age, culture and cultural orientation

2021 ◽  
Author(s):  
Khushi Patel
Keyword(s):  
Older Adults ◽  
Spatial Memory ◽  
Cultural Orientation ◽  
Strategy Use ◽  
Age Related ◽  
Cultural Research ◽  
Cross Cultural Research ◽  
Context Specific ◽  
Performance Gains ◽  
The Relationship

Cross-cultural research suggests that individualistic Americans have a tendency to process focal objects; in contrast, collectivist Asians have a tendency to bind objects and context (Park & Huang, 2010). However, little is known whether the reported cultural differences are moderated by cultural orientation. In light of these results and the well-reported age-related decline in binding abilities, the current study examined cultural and age differences in cultural orientation, spatial memory and strategy use with young and older Canadian and Indian adults. There was little difference between Canadian and Indian participants’ cultural orientation. While cultural orientation did not moderate the relationship between culture and spatial memory, spatial memory and strategy use differed as a function of age. The use of context-specific strategies resulted in performance gains in older adults, however overall older adults had poor spatial memory, with Indian older adults scoring significantly lower than Canadian older adults on the courtyard task.

The relationship between cultural diversity and cultural intelligence: a cross-cultural research

2021 ◽  
Vol 19 (3/4) ◽  
pp. 450
Author(s):  
Mazlum Çelik ◽  
Ahmet Keser ◽  
Ümit Körcük Yapıcı
Keyword(s):  
Cultural Diversity ◽  
Cultural Intelligence ◽  
Cross Cultural ◽  
Cultural Research ◽  
Cross Cultural Research ◽  
The Relationship

Implicit-Shape Constancy: A Cross-Cultural Comparison

Perception ◽  
1976 ◽  
Vol 5 (3) ◽  
pp. 343-348 ◽  
Author(s):  
Jan B Deregowski
Keyword(s):  
Cross Cultural ◽  
Cultural Comparison ◽  
Shape Constancy ◽  
Cross Cultural Comparison ◽  
Pictorial Perception ◽  
Cultural Research ◽  
Cross Cultural Research ◽  
Relationship Of ◽  
The Relationship ◽  
African Sample

A group of Scottish schoolchildren were tested on a task intended to measure the effect of implicit-shape constancy, and the scores were compared with those obtained from African samples. It was found that both groups were influenced by the implicit-shape constancy although the influence was less in the African sample. The relationship of these findings to other published reports of cross-cultural research into pictorial perception and susceptibility to illusions is discussed.

Relation of Parental Strictness to Competitive and Cooperative Attitudes of Primary School Children

1984 ◽  
Vol 54 (3) ◽  
pp. 864-866
Author(s):  
Ezra K. Arap-Maritim
Keyword(s):  
Primary School ◽  
School Children ◽  
Cross Cultural ◽  
Child Rearing ◽  
Primary School Children ◽  
Strongly Correlated ◽  
Cultural Research ◽  
Cross Cultural Research ◽  
Relationship Of ◽  
The Relationship

This study was undertaken to assess the nature of the relationship of parental strictness to competitive and cooperative attitudes of primary school children as measured by Minnesota School Affect Assessment. On the competitive items 109 boys did not score significantly higher than 119 girls but the girls scored higher than the boys on the cooperative items. Girls perceived their parents as being more strict than boys. For boys a significant correlation was found between parental strictness items and competitiveness, whereas for girls both competitiveness and cooperativeness showed significant correlation with parental strictness. The children apparently expressed attitudes about their parents that were strongly correlated to their sex differences in attitudes. More cross-cultural research on specific child-rearing variables is recommended using valid and reliable measures such as the Minnesota School Affect Assessment.

Yoruba toddlers’ engagement in errands and cognitive performance on the Yoruba Mental Subscale

2002 ◽  
Vol 26 (2) ◽  
pp. 145-153 ◽  
Author(s):  
Oluyomi A. Ogunnaike ◽  
Robert F. Houser
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cognitive Performance ◽  
Cross Cultural ◽  
Child Rearing ◽  
Childhood Education ◽  
Cultural Research ◽  
Cross Cultural Research ◽  
Southwest Nigeria ◽  
The Relationship

Responsibility training is an essential component of child-rearing practices in several African societies. To inculcate responsibility, caregivers allocate their children household duties and send them on errands; these include (but are not limited to) fetching objects and purchasing items. Such errands foster the acquisition of cognitive, social, and economic competencies. In this paper, the relationship between the types of errands engaged in by Yoruba toddlers of southwest Nigeria and cognitive performance using an adapted version of the Bayley Mental Scales of Development, referred to as the Yoruba Mental Subscale, is examined. Findings revealed that children who engaged in purchasing items and retrieving specific objects for the caregiver had a significantly higher performance on the Yoruba Mental Subscale compared to children who did not engage in such errands. With regard to performance on the Bayley Mental Scales, findings revealed no significant association with the errands examined. The implications of these findings for cross-cultural research and early childhood education are discussed.

scholarly journals Spatial memory in Canadian and Indian young and older adults: the effects of age, culture and cultural orientation

2021 ◽  
Author(s):  
Khushi Patel
Keyword(s):  
Older Adults ◽  
Spatial Memory ◽  
Cultural Orientation ◽  
Strategy Use ◽  
Age Related ◽  
Cultural Research ◽  
Cross Cultural Research ◽  
Context Specific ◽  
Performance Gains ◽  
The Relationship

Cross-cultural research suggests that individualistic Americans have a tendency to process focal objects; in contrast, collectivist Asians have a tendency to bind objects and context (Park & Huang, 2010). However, little is known whether the reported cultural differences are moderated by cultural orientation. In light of these results and the well-reported age-related decline in binding abilities, the current study examined cultural and age differences in cultural orientation, spatial memory and strategy use with young and older Canadian and Indian adults. There was little difference between Canadian and Indian participants’ cultural orientation. While cultural orientation did not moderate the relationship between culture and spatial memory, spatial memory and strategy use differed as a function of age. The use of context-specific strategies resulted in performance gains in older adults, however overall older adults had poor spatial memory, with Indian older adults scoring significantly lower than Canadian older adults on the courtyard task.

Transformational Leadership and Teacher Engagement in an International Context

2016 ◽  
pp. 22-42 ◽  
Author(s):  
Chan Kyun Park ◽  
Doo Hun Lim ◽  
Boreum Ju
Keyword(s):  
Transformational Leadership ◽  
School Improvement ◽  
Teacher Development ◽  
Important Variable ◽  
Transformational Leaders ◽  
Teacher Engagement ◽  
Cultural Research ◽  
Cross Cultural Research ◽  
Long Time ◽  
The Relationship

Leadership and teacher engagement are important and meaningful themes for teacher development. Culture has also been considered an important variable in cross-cultural research for a long time. This chapter proposes that the behavior of transformational leaders in schools will positively influence teachers' engagement in their jobs and schools. This chapter also suggests three propositions with relation to Korean culture values as moderators. Specifically, the relationship between transformational leadership and teacher engagement will be stronger when followers more strongly perceive power distance, harmony, and informal social ties. The review and integration of this comprehensive literature review provides significant implications for researchers studying teacher engagement and school improvement.

scholarly journals Animal Elements on Japanese Kotowaza and the Implementation of Japanese Socio-Cultural Values: A Cognitive Linguistics Point of View

2021 ◽  
Vol 3 (2) ◽  
pp. 141-156
Author(s):  
Siti Mafrukha ◽  
Dian Bayu Firmansyah ◽  
Anggita Stovia
Keyword(s):  
Cultural Values ◽  
Cognitive Linguistics ◽  
Japanese Society ◽  
Point Of View ◽  
Lexical Meaning ◽  
Descriptive Research ◽  
Qualitative Descriptive ◽  
Data Source ◽  
The Relationship ◽  
The City

This study aims to describe the relationship between the lexical meaning and the idiomatic meaning contained in the Japanese kotowaza and to analyze the level of relevance of each kotowaza to the application of socio-cultural values in Japanese society. This type of research is qualitative descriptive research to describe the meaning of kotowaza through cognitive linguistic studies and conceptual metaphor theory. The data source is a Japanese novel contained in Aozora Bunka. This study found that the animal elements contained in the kotowaza are a conceptualization of attitudes, actions, judgments, circumstances, and feelings. In addition, the city also reflects socio-cultural values that are very relevant to the culture of Japanese society, such as the culture of working hard, being responsible, and being focused and conscientious.

The Impact of Controlling for Extreme Responding on Measurement Equivalence in Cross-Cultural Research

Methodology ◽  
2012 ◽  
Vol 8 (4) ◽  
pp. 159-170 ◽  
Author(s):  
Meike Morren ◽  
John Gelissen ◽  
Jeroen Vermunt
Keyword(s):  
Latent Class ◽  
Factor Model ◽  
Cross Cultural ◽  
Response Style ◽  
Group Differences ◽  
Cultural Research ◽  
Extreme Response ◽  
Cross Cultural Research ◽  
The Cross ◽  
The Impact

Prior research has shown that extreme response style can seriously bias responses to survey questions and that this response style may differ across culturally diverse groups. Consequently, cross-cultural differences in extreme responding may yield incomparable responses when not controlled for. To examine how extreme responding affects the cross-cultural comparability of survey responses, we propose and apply a multiple-group latent class approach where groups are compared on basis of the factor loadings, intercepts, and factor means in a Latent Class Factor Model. In this approach a latent factor measuring the response style is explicitly included as an explanation for group differences found in the data. Findings from two empirical applications that examine the cross-cultural comparability of measurements show that group differences in responding import inequivalence in measurements among groups. Controlling for the response style yields more equivalent measurements. This finding emphasizes the importance of correcting for response style in cross-cultural research.

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