دانلود مقاله ISI انگلیسی شماره 76168
عنوان فارسی مقاله

رشد شناختی ضمنی در ابزار فرهنگی و کودکان: درس هایی از مکزیکو مایا

کد مقاله سال انتشار مقاله انگلیسی ترجمه فارسی تعداد کلمات
76168 2003 22 صفحه PDF سفارش دهید محاسبه نشده
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عنوان انگلیسی
Implicit cognitive development in cultural tools and children: lessons from Maya Mexico
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Cognitive Development, Volume 18, Issue 4, October–December 2003, Pages 489–510

کلمات کلیدی
رشد شناختی ؛ ابزار فرهنگی؛ مایا
پیش نمایش مقاله
پیش نمایش مقاله رشد شناختی ضمنی در ابزار فرهنگی و کودکان: درس هایی از مکزیکو مایا

چکیده انگلیسی

Zinacantec Maya weaving tools and apprenticeship practices contain an implicit theory of cognitive development that corresponds to Piaget and Inhelder’s explicit theory of cognitive development [The Child’s Conception of Space, London, Routledge and Kegan Paul, 1956]. A set of preoperational and concrete operational spatial problems from the weaving domain provided empirical support for the ethnotheory of cognitive development implicit in Zinacantec weaving tools and their developmental sequencing. A structurally similar set of preoperational and concrete operational spatial problems were adapted from Piaget and Inhelder’s Swiss research. Both sets of problems were presented to children aged 4–13 in Nabenchauk, a Zinacantec hamlet in Chiapas, Mexico, and in Los Angeles, CA, USA. While the sequence of operational development was the same across both domains and both cultures, Zinacantec children were more precocious with the weaving problems, whereas U.S. children were more precocious with the spatial problems adapted from Piaget and Inhelder. After a brief instructional procedure, children in both Nabenchauk and Los Angeles improved on the weaving problems only, within the maturational constraints typical of concrete operational development. Nonetheless, the brief learning experience could not reverse the advantage of long-term cultural familiarity with backstrap-loom weaving. Our conclusions are threefold: (1) An implicit ethnotheory of cognitive development, built into the sequencing of cultural tools, can be as developmentally valid as an explicit formal theory. (2) Culture-general Piagetian stages are harnessed in culture-specific situations. (3) Maturational readiness interacts with both long-term cultural experience and short-term learning experience to actualize concrete operations in a specific context. Cross-context generalization of Piagetian stages is far from automatic; it requires cultural learning.

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