scholarly journals Debatable Questions Concerning Cross Cultural Researches on Effect of Literacy on Cognitive Development and the Concept of Sympractical Society

2007 ◽  
Vol 3 (4) ◽  
pp. 59-67 ◽  
Author(s):  
I.V. Ponomariov
Keyword(s):  
Cognitive Development ◽  
Dynamic System ◽  
Cognitive Processes ◽  
Cross Cultural

In the polemic with the book by the leading Western cross_cultural psychologists S. Scribner and M. Cole The Psychology of Literacy the author verifies and clarifies the concept of sympractical society. The paper discusses the influence of literacy on cognitive processes development and the effectiveness of tests in investigating this influence. Along with reviewing main theoretical differences between the research conducted by S. Scribner and M. Cole and the Middle Asian research conducted by A.R. Luria in early 1930s, the author substantiates the heuristic notion of 'a dynamic system of meaning' proposed by L.S. Vygotsky and integrates it into the concept of sympractical society. The latter enables him to provide a fuller interpretation of the data included in The Psychology of Literacy within the framework of the cultural_historical theory.

Language, Orthography and Cognitive Processes: Chinese Perspectives for the Sapir-Whorf Hypothesis

1986 ◽  
Vol 9 (4) ◽  
pp. 507-525 ◽  
Author(s):  
Rumjahn Hoosain
Keyword(s):  
Information Processing ◽  
Cognitive Development ◽  
Cognitive Processes ◽  
Traditional Approach ◽  
Chinese Language ◽  
Cross Cultural ◽  
Form Perception ◽  
Linguistic Relativity ◽  
Verbal Information ◽  
Visual Form Perception

The traditional approach to the Sapir-Whorf hypothesis looks at language and categorically different perception or interpretation of the environment. Another aspect of linguistic relativity relates language to the process of cognition itself, including the ease or facility of cognitive processes. With particular reference to the Chinese language and its unique orthography, some evidence for language-related differences in the manner of information processing is reviewed. These include visual form perception, manipulation of numbers, and memory versus manipulation and elaboration of verbal information. These differences have implications for cognitive development as well as cross-cultural testing and comparison.

Cross-cultural Piagetian Research: An Experimental Perspective

1975 ◽  
Vol 45 (4) ◽  
pp. 475-506 ◽  
Author(s):  
Patricia Teague Ashton
Keyword(s):  
Cognitive Development ◽  
Cross Cultural ◽  
Cognitive Tasks ◽  
Stage Theory ◽  
Cognitive Growth ◽  
Genetic Epistemology ◽  
Basic Assumptions ◽  
The World ◽  
Different Cultures ◽  
Apparent Conflict

Over the last twenty-five years children around the world have observed and responded to researchers who pour water from beaker to beaker, roll plasticene into snake-like figures, and arrange matchsticks into a potpourri of shapes. These cross-cultural experiments have been undertaken to test Piaget's theory of genetic epistemology, which posits a hierarchical, universal, and invariant sequence of stages of cognitive development. Piagetian research in varying cultures has revealed both striking similarities and marked differences in performance on cognitive tasks, some in apparent conflict with the basic assumptions of Piagetian stage theory. In this article Professor Ashton reviews a range of cross-cultural Piagetian research, analyzes the sometimes divergent findings from this research, and suggests methodological improvements which may help to resolve past dilemmas and to further future understanding of cognitive growth in different cultures.

scholarly journals Cognitive processes development of future interpreters in the course of the professional training

2019 ◽  
Vol 8 (1) ◽  
pp. 303-307
Author(s):  
Nadezhda Pavlovna Timofeeva ◽  
Yuliya Aleksandrovna Fokeeva ◽  
Lidiya Arkadyevna Fedorchukova
Keyword(s):  
Cognitive Processes ◽  
Professional Training ◽  
Cross Cultural ◽  
Skills Development ◽  
Theoretical Studies ◽  
Student Groups ◽  
Analysis Of Results ◽  
Cultural Dialogue ◽  
Oral Skills

The paper deals with the specifics of interpretation skills development. The authors review the role of an interpreter in the act of communication, point out different aspects of interpretation, the success of which is determined by the ability for cross-cultural dialogue. As far as several sensory channels in the work of the interpreter are used, the necessity of special training of concentration, memory, thinking and oral skills and abilities is stated. Moreover the ways of cognitive processes development of future interpreters are described. It should be noted that a set of special exercises for cognitive processes perfection is given. The technique was tested during the training of third-year students studied interpreting. The paper contains a comparative analysis of results taken from diagnostics of both student groups training by the mentioned system of tasks and student groups training without this system. The studies carried out show that students training with special set of exercises focused on cognitive processes development demonstrate higher results. The data obtained can be used for further theoretical studies and for search of progressive methodical decisions.

Developing Statistics Cognitions

2017 ◽  
pp. 57-95
Keyword(s):  
Cognitive Development ◽  
Cognitive Processes ◽  
Statistics Education ◽  
Dual Process ◽  
Dual Process Theory ◽  
Process Theory

This chapter focuses on the development of statistics cognition, framing the discussion on the need to enhance cognitive development. We argue that by understanding how cognitive processes have been shown to inhibit learning, we can differentiate between types of errors in statistics education. By understanding the operationalized difference of a bias and misconception, those interested in statistics education can identify the sources of these errors, and subsequently develop a means to attenuate their effect. Using dual process theory, we argue that classifying the source of errors and differentiating between biases and misconceptions educators can use errors to enhance the development of statistics literacy, reasoning, and thinking.

Aspects of ‘Religious Experience’ among the Hellenistic Mystery Religions

2005 ◽  
Vol 12 (3-4) ◽  
pp. 349-369 ◽  
Author(s):  
Luther H. Martin
Keyword(s):  
Cognitive Development ◽  
Religious Experience ◽  
Cognitive Processes ◽  
Religious Practices ◽  
Historical Evidence ◽  
Group Solidarity ◽  
Mystery Religions ◽  
Rites Of Initiation ◽  
Ideas And Institutions

AbstractThe claim that religious experience is the basis for religious practices, ideas and institutions seems to be grounded more in theological (Protestant) bias than in historical evidence. From the example of the Graeco-Roman mystery religions, it would seem that it is religious practices, specifically, their rites of initiation that produced experiences that were interpreted by initiates as ‘religious.’ Nor was the production of such experiences considered to be an end in itself. Rather, they accomplished specific goals through an exploitation of tacit cognitive processes: (1) the promotion of group solidarity and transgenerational continuity, and (2) the triggering of a potential for cognitive development among individual members of the group.

scholarly journals Why developmental psychology is incomplete without comparative and cross-cultural perspectives

2016 ◽  
Vol 371 (1686) ◽  
pp. 20150071 ◽  
Author(s):  
Mark Nielsen ◽  
Daniel Haun
Keyword(s):  
Social Cognition ◽  
Animal Models ◽  
Cognitive Processes ◽  
Developmental Psychology ◽  
Cross Cultural ◽  
Cultural Groups ◽  
Theme Issue ◽  
Cultural Perspectives ◽  
Link Type ◽  
History Of

As a discipline, developmental psychology has a long history of relying on animal models and data collected among distinct cultural groups to enrich and inform theories of the ways social and cognitive processes unfold through the lifespan. However, approaches that draw together developmental, cross-cultural and comparative perspectives remain rare. The need for such an approach is reflected in the papers by Heyes (2015 Phil. Trans. R. Soc. B 371, 20150069. ( doi:10.1098/rstb.2015.0069 )), Schmelz & Call (2015 Phil. Trans. R. Soc. B 371, 20150067. ( doi:10.1098/rstb.2015.0067 )) and Keller (2015 Phil. Trans. R. Soc. B 371, 20150070. ( doi:10.1098/rstb.2015.0070 )) in this theme issue. Here, we incorporate these papers into a review of recent research endeavours covering a range of core aspects of social cognition, including social learning, cooperation and collaboration, prosociality, and theory of mind. In so doing, we aim to highlight how input from comparative and cross-cultural empiricism has altered our perspectives of human development and, in particular, led to a deeper understanding of the evolution of the human cultural mind.

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