Language, cognition, and culture

2022 ◽  
pp. 470-503
Author(s):  
Janet Holmes ◽  
Nick Wilson
Keyword(s):  
Cognition And Culture

Explanatory pluralism across cultures and development

2018 ◽  
Author(s):  
Cristine H Legare ◽  
Andrew Shtulman
Keyword(s):  
Knowledge Acquisition ◽  
Future Research ◽  
Human Origins ◽  
Explanatory Pluralism ◽  
Transitional Phenomenon ◽  
Cognition And Culture ◽  
Supernatural Explanations

Humans use natural and supernatural explanations for phenomena such as illness, death, and human origins. These explanations are available not just to different individuals within a society, but to the same individual, coexisting within a single mind. This chapter proposes that understanding the coexistence of qualitatively different explanations is fundamentally a cognitive–developmental endeavor, speaking to general questions of knowledge acquisition, socialization, and the interaction of cognition and culture. The chapter first reviews research demonstrating that coexistence of natural and supernatural explanations is not a short-lived, transitional phenomenon that wanes in the course of development, but is instead evident (and widespread) among adults. It then speculates on the psychological origins of coexistence and discusses implications for metacognition. Finally, directions are proposed for future research to inform understanding of how individuals incorporate natural and supernatural explanations across content domains, development, and cultures.

scholarly journals A Reflection of Thai Culture in Thai Plant Names

MANUSYA ◽  
2011 ◽  
Vol 14 (1) ◽  
pp. 79-97
Author(s):  
Unchalee Singnoi
Keyword(s):  
Cognitive Linguistics ◽  
Plant Taxonomy ◽  
Folk Taxonomy ◽  
Linguistic Structure ◽  
Thai Language ◽  
Plant Names ◽  
Traditional Societies ◽  
Cognition And Culture ◽  
Printed Materials ◽  
Thai Culture

The present study focuses on the plant naming system in the Thai language based on 1) Brent Berlin’s general principles of categorization of plants and animals in traditional societies (Berlin, 1974, 1992) which suggest that it is worthwhile to think about a plant taxonomy system on the basis of plant names since the names provide the valid key to folk taxonomy and 2) Lakoff’s central guiding principles of cognitive linguistics (Lakoff and Johnson, 2003 and Lakoff 1987). Data on plant names collected from printed materials are selectively analyzed. The study examines the linguistic structure, folk taxonomy and conceptualization of plant terms in the Thai language. It is found that there exists in the Thai language a complex and practical plant naming system establishing a relationship between language, cognition and culture.

Rethinking Religion: Connecting Cognition and Culture

1991 ◽  
Vol 30 (3) ◽  
pp. 344
Author(s):  
John F. Maguire ◽  
E. Thomas Lawson ◽  
Robert N. McCauley
Keyword(s):  
Cognition And Culture

scholarly journals HISTORY AND MAIN COMPONENTS OF CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH (CLIL)

2019 ◽  
pp. 152-160
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Educational Program ◽  
School Curriculum ◽  
Teaching Approach ◽  
Secondary School Education ◽  
Teaching Content ◽  
Cognition And Culture ◽  
Class Room ◽  
Main Components

The article is devoted to analysis of the development of CLIL approach which is gaining considerable attention of world educators because of its dual aim: teaching a foreign language through content and teaching content through a foreign language. The material of the study was a theoretical framework offered by the founders of this approach. Objective: to identify the role of the main components of this approach called “4C”s– content, communication, cognition and culture which should be dwelled into every CLIL class-room. Along with it, it presents the principles and ways of integrating CLIL into the school’s educational program. The author focuses on CLIL as an interactive teaching approach, its principles and practice-oriented value. The learning environment created with CLIL in the secondary school education focuses not only on learning a foreign language but also on developing communicative competence in a foreign language. In CLIL classes, schoolchildren participate actively in socio-oriented tasks using a foreign language. To be more specific, they may participate in joint projects with their peers from other countries or hold videoconferences. Variability and choice of teaching approach lies within the needs of the secondary school. If a school curriculum is designed inconsistency with CLIL, it is noteworthy to mention that teaching a foreign language as a separate subject gradually ceases being in the timetable,and CLIL becomes a part of school’s educational program. Organizing special educational programs contributes to the formation of learners.

Ecological and psychological factors in the cultural evolution of music

2021 ◽  
Vol 44 ◽  
Author(s):  
Thom Scott-Phillips ◽  
Atsuko Tominaga ◽  
Helena Miton
Keyword(s):  
Cultural Evolution ◽  
Psychological Factors ◽  
Cognition And Culture ◽  
Evolution Of Music ◽  
The Relationship

Abstract The two target articles agree that processes of cultural evolution generate richness and diversity in music, but neither address this question in a focused way. We sketch one way to proceed – and hence suggest how the target articles differ not only in empirical claims, but also in their tacit, prior assumptions about the relationship between cognition and culture.

Cognition and Culture

2009 ◽  
pp. 480-486
Author(s):  
Ana Margarida Abrantes
Keyword(s):  
Cognition And Culture
Sign in / Sign up

Export Citation Format

Share Document