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Relevant bibliographies by topics / Cognition and culture

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Academic literature on the topic 'Cognition and culture'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Cognition and culture"

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Cerulo, Karen A., Vanina Leschziner, and Hana Shepherd. "Rethinking Culture and Cognition." Annual Review of Sociology 47, no. 1 (July 31, 2021): 63–85. http://dx.doi.org/10.1146/annurev-soc-072320-095202.

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Paul DiMaggio's (1997) Annual Review of Sociology article urged integration of the cognitive and the cultural, triggering a cognitive turn in cultural sociology. Since then, a burgeoning literature in cultural sociology has incorporated ideas from the cognitive sciences—cognitive anthropology, cognitive psychology, linguistics, neuroscience and philosophy—significantly reshaping sociologists’ approach to culture, both theoretically and methodologically. This article reviews work published since DiMaggio's agenda-setting piece—research that builds on cross-disciplinary links between cultural sociology and the cognitive sciences. These works present new ideas on the acquisition, storage, and retrieval of culture, on how forms of personal culture interact, on how culture becomes shared, and on how social interaction and cultural environments inform cognitive processes. Within our discussion, we point to research questions that remain unsettled. We then conclude with issues for future research in culture and cognition that can enrich sociological analysis about action more generally.

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Galinier, Jacques. "Culture et cognition." L'Homme, no. 177-178 (June 1, 2006): 497–504. http://dx.doi.org/10.4000/lhomme.21791.

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Muggleton, Neil G., and Michael J. Banissy. "Culture and Cognition." Cognitive Neuroscience 5, no. 1 (January 2, 2014): 1–2. http://dx.doi.org/10.1080/17588928.2014.885781.

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Jurist, Elliot L. "Culture and Cognition." Metaphilosophy 26, no. 1-2 (January 1995): 153–58. http://dx.doi.org/10.1111/j.1467-9973.1995.tb00562.x.

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DiMaggio, Paul. "Culture and Cognition." Annual Review of Sociology 23, no. 1 (August 1997): 263–87. http://dx.doi.org/10.1146/annurev.soc.23.1.263.

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Ji, Li-Jun, and Suhui Yap. "Culture and cognition." Current Opinion in Psychology 8 (April 2016): 105–11. http://dx.doi.org/10.1016/j.copsyc.2015.10.004.

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Heusden, Barend van. "Semiotic cognition and the logic of culture." Distributed Language 17, no. 3 (December 2, 2009): 611–27. http://dx.doi.org/10.1075/pc.17.3.07van.

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In this paper I argue that semiotic cognition is a distinctive form of cognition, which must have evolved out of earlier forms of non-semiotic cognition. Semiotic cognition depends on the use of signs. Signs are understood in terms of a specific organization, or structure, of the cognitive process. Semiotic cognition is a unique form of cognition. Once this form of cognition was available to humans, the semiotic provided the ground structure for an evolutionary development that was no longer strictly Darwinian, but followed its own — semiotic — logic. In the increasingly abstract ways in which the ubiquitous difference is dealt with, we discover this logic of cultural evolution, which determines the course of long term cultural change.

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Gooding, David C. "Visual Cognition: Where Cognition and Culture Meet." Philosophy of Science 73, no. 5 (December 2006): 688–98. http://dx.doi.org/10.1086/518523.

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Jacobson, Wayne. "Learning, Culture, and Learning Culture." Adult Education Quarterly 47, no. 1 (November 1996): 15–28. http://dx.doi.org/10.1177/074171369604700102.

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Though adults have long faced the experience of learning to function in new cultural contexts, very little is understood about the processes of this sort of learning. This paper approaches learning culture from the position that cultural knowledge is best understood in terms of situated cognition. Contexts do not simply provide useful information in support of thinking and learning, but are inseparable from cognitive processes. Viewing culture in this way carries specific implications for understanding how a new culture is learned and how it might be taught. In particular, processes of learning culture can be seen to parallel processes of gaining practitioner knowledge, while processes of teaching culture can be modeled on the notion of cognitive apprenticeship.

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Malavé, L. M., and G. Duquette. "Language, culture and cognition." Child Language Teaching and Therapy 8, no. 2 (June 1992): 223–24. http://dx.doi.org/10.1177/026565909200800215.

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Dissertations / Theses on the topic "Cognition and culture"

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Hirshberg, Matthew S. "Cold war cognition and culture in America /." Thesis, Connect to this title online; UW restricted, 1990. http://hdl.handle.net/1773/10745.

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Moss, Michael. "Rhetoric and Time: Cognition, Culture, and Interaction." Case Western Reserve University School of Graduate Studies / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=case1347028413.

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Ferdinand, Vanessa Anne. "Inductive evolution : cognition, culture, and regularity in language." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/11741.

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Cultural artifacts, such as language, survive and replicate by passing from mind to mind. Cultural evolution always proceeds by an inductive process, where behaviors are never directly copied, but reverse engineered by the cognitive mechanisms involved in learning and production. I will refer to this type of evolutionary change as inductive evolution and explain how this represents a broader class of evolutionary processes that can include both neutral and selective evolution. This thesis takes a mechanistic approach to understanding the forces of evolution underlying change in culture over time, where the mechanisms of change are sought within human cognition. I define culture as anything that replicates by passing through a cognitive system and take language as a premier example of culture, because of the wealth of knowledge about linguistic behaviors (external language) and its cognitive processing mechanisms (internal language). Mainstream cultural evolution theories related to social learning and social transmission of information define culture ideationally, as the subset of socially-acquired information in cognition that affects behaviors. Their goal is to explain behaviors with culture and avoid circularity by defining behaviors as markedly not part of culture. I take a reductionistic approach and argue that all there is to culture is brain states and behaviors, and further, that a complete explanation of the forces of cultural change can not be explained by a subset of cognition related to social learning, but necessarily involves domain-general mechanisms, because cognition is an integrated system. Such an approach should decompose culture into its constituent parts and explore 1) how brains states effect behavior, 2) how behavior effects brain states, and 3) how brain states and behaviors change over time when they are linked up in a process of cultural transmission, where one person's behavior is the input to another. I conduct several psychological experiments on frequency learning with adult learners and describe the behavioral biases that alter the frequencies of linguistic variants over time. I also fit probabilistic models of cognition to participant data to understand the inductive biases at play during linguistic frequency learning. Using these inductive and behavioral biases, I infer a Markov model over my empirical data to extrapolate participants' behavior forward in cultural evolutionary time and determine equivalences (and divergences) between inductive evolution and standard models from population genetics. As a key divergence point, I introduce the concept of non-binomial cultural drift, argue that this is a rampant form of neutral evolution in culture, and empirically demonstrate that probability matching is one such inductive mechanism that results in non-binomial cultural drift. I argue further that all inductive problems involving representativeness are potential drivers of neutral evolution unique to cultural systems. I also explore deviations from probability matching and describe non-neutral evolution due to inductive regularization biases in a linguistic and non-linguistic domain. Here, I offer a new take on an old debate about the domain-specificity vs -generality of the cognitive mechanisms involved in language processing, and show that the evolution of regularity in language cannot be predicted in isolation from the general cognitive mechanisms involved in frequency learning. Using my empirical data on regularization vs probability matching, I demonstrate how the use of appropriate non-binomial null hypotheses offers us greater precision in determining the strength of selective forces in cultural evolution.

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Yasumoto, Saori. "Culture, Cognition, and Parenthood in Japanese and American Homes." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/sociology_diss/52.

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Previous family researchers have found that parents who share different demographic backgrounds construct unique parenting styles and beliefs. Although such studies contribute to understanding how parenthood is socially constructed, the information about how parents internalize cultural information and everyday experiences to raise children is missing in the extant literature. To fully comprehend the social construction of parenthood, the linkage between the mind and the behavior of parents within specific social structures needed to be studied. I thus conducted conjoint interviews with 24 Japanese couples and 24 American couples who were raising four-to-six year old daughters and sons to examine how culture and cognition produce parental philosophies and family relationships. By using cognitive sociology as a theoretical framework and grounded theory methods as a mode of analysis, I found that the parents’ construction of parenting beliefs and practices basically depended on how they thought about four analytically distinct relationships: (1) their relationship to their parents; (2) their relationship to their children; (3) their relationship to their marital partner; and (4) their relationship to other people in society. Although fathers and mothers in Japan and the United States talked in general about these four aspects, in the process of doing so they offered unique views on each aspect. Japanese parents tended to view their parents as role models, believe that children and parents teach and learn from each other, consider gender ideology to be the foundation of parental partnership, and rank understanding others' feelings as the most important skill for children. Thus, their parenting philosophies were manufactured through reciprocal relationships with other people. In contrast, American parents tended to want to become better parents than their own parents, prefer to influence and control their children’s lives, consider equality to be the foundation of their parental partnership, and encourage their children to become independent. Therefore, their parenting philosophies were manufactured through self motivation. Through the cross-national comparisons of parents’ cognitive processes, I also discuss: the levels of parental expectations and pressures; the issues around the gender relations within a family; and the roles of international parenting books in a globalizing world.

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Saldana, Carmen Catalina. "Simplifying linguistic complexity : culture and cognition in language evolution." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31395.

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Languages are culturally transmitted through a repeated cycle of learning and communicative interaction. These two aspects of cultural transmission impose (at least) three interacting pressures that can shape the evolution of linguistic structure: a pressure for learnability, a pressure for expressivity, and a pressure for coordination amongst users in a linguistic community. This thesis considers how these sometimes competing pressures impact linguistic complexity across cultural time. Using artificial language and iterated learning experimental paradigms, I investigate the conditions under which complexity in morphological and syntactic systems emerges, spreads, and reduces. These experiments illustrate the interaction of transmission, learning and use in hitherto understudied domains - morphosyntax and word order. In a first study (Chapter 2), I report the first iterated learning experiments to investigate the evolution of complexity in compositional structure at the word and sentence level. I demonstrate that a complex meaning space paired with pressures for learnability and communication can result in compositional hierarchical constituent structure, including fixed combinatorial rules of word formation and word order. This structure grants a productive and productively interpretable language and only requires learners to acquire a finite lexicon and a finite set of combinatorial rules (i.e., a grammar). In Chapter 3, I address the unique effect of communicative interaction on linguistic complexity, by removing language learning completely. Speakers use their native language to express novel meanings either in isolation or during communicative interaction. I demonstrate that even in this case, communicative interaction leads to more efficient and overall simpler linguistic systems. These first two studies provide support for the claim that morphological and syntactic complexity are shaped by an overarching drive towards simplicity (or learnability) in language learning and communication. Chapter 4 reports a series of experiments assessing the possibility that the simplicity bias found in the first two studies operates at a different strength depending on the linguistic level. Studies in natural language learning and in pidgin/creole genesis suggest that while morphological variation seems to be highly susceptible to regularisation, variation in other syntactic features, like word order, appears more likely to be reproduced. I test this experimentally by comparing regularisation of unconditioned variation across morphology and word order in the context of artificial language learning. I show that language users in fact regularise unconditioned variation in a similar way across linguistic levels, suggesting that the simplicity bias may be driven by a single, non-level-specific mechanism. Taken together, the experimental evidence presented in this thesis supports the hypothesis that the cultural and cognitive pressures acting on language users during learning and communicative interaction - for learnability, expressivity and coordination - are at least partially responsible for the evolution of linguistic complexity. Specifically, they are responsible for the emergence of linguistic complexity which maximises learnability and communicative efficiency, and for the reduction of complexity which does not. More generally, the approach taken in this thesis promotes a view of complexity in linguistic systems as an evolving variable determined by the biases of language learners and users as languages are culturally transmitted.

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Janse, van Rensburg Gerard. "Culture, self, and cognition: adding Africa to the mix." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/24903.

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Cross-cultural differences in cognition have been well established across the world, and differences in Individualism (IND) and Collectivism (COL) are believed to underlie the majority of these cultural variations. IND-COL measures are frequently used to categorise nations as either IND or COL and these nations are subsequently used to draw IND or COL samples for comparison on various cognitive tasks. The multicultural nature of South Africa and inconsistent findings on IND-COL in SA makes such IND-COL categorisation problematic. African nations have also been conspicuously missing from international cross-cultural research on culture and cognition. This study set out to explore the utility of IND-COL measures in South Africa, with special regard to possible racial or linguistic differences. It also set out to remedy the absence of African nations in the international literature by replicating a previous study on culture and cognition within a South African sample. The shortened HVIC scale by Triandis and Gelfand (1998) was used to explore racial and linguistic differences in terms of IND-COL within a South African university population (N = 1380). Psychometric analyses showed good reliability, internal consistency, and construct validity. Regression analysis revealed race and language as poor predictors of IND. COL prediction was marginally better, accounting for 8.2% of variance, and with African Language as a significant predictor (beta = -.432, p < .01). To address the absence of Africa in the literature, replication of the eye-tracking and memory study by Chua et al. (2005) was attempted in a South African university population (N = 52). Due to the multicultural nature of South Africa, participants were recruited and sorted according to scores on a shortened version of the HVIC into an IND group (n = 25) and a COL group (n = 27). After correcting for outliers, no significant differences were found between the two groups regarding eye-movement patterns or memory. The two SA groups did, however, differ significantly from the American group but not the Chinese group in the original study by Chua et al. (2005). Discrepancies in IND-COL research in SA are likely due to a lack of comprehensiveness in terms of the cultural tasks included in the surveys. Increasing acculturation in post-Apartheid South Africa, especially among university students, may also play a large role. Further issues regarding IND-COL measurement in South Africa, as well as issues surrounding IND-COL measurement internationally were also discussed. Methodological issues in studying the links between IND-COL and cognition within a South African context were likely the reason behind the lack of differences found in this study in terms of eye-movement patterns and memory for the two SA groups.

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Marcellin, Catherine. "Un système cognitif polymorphe enculturé. Langues, langages et cognition." Thesis, La Réunion, 2012. http://www.theses.fr/2012LARE0033/document.

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Cette recherche porte sur l’étude des spécificités liées à l’apprentissage, dans un contexte interculturel. Elle se situe à l’intersection des réflexions menées sur les champs conceptuels traitant du lexique mental de l’adolescent et de l’existence de deux grandes orientations cognitives, en liaison avec la culture locale et la culture scolaire en lycée professionnel à La Réunion. Le contexte de cette étude réside dans le constat que les apprenants activeraient préférentiellement un certain type de logique selon les contextes d’enculturation. Il existe deux systèmes de développement parallèles. L’un conditionne l’autre en fonction de sa localisation. Ainsi, il y aurait une relation entre les codes linguistiques utilisés et les performances scolaires. Deux groupes d’adolescents, scolarisés dans un lycée professionnel au Nord de l’île acceptent de se soumettre aux tests. Ce panel de données est en nombre suffisant pour décrire et observer le comportement et les relations existantes au sein de notre population. Un certain nombre d’épreuves proviennent des évaluations de l’Éducation Nationale (ce2) et (6e). Pour compléter notre étude, nous comparons celles-ci avec les épreuves de Jean Piaget et des épreuves du Binet-Simon. Les résultats montrent des différences interculturelles. Ils suggèrent une perte des performances d’environ 40 % entre le niveau ce2 et l’entrée en 6e. Moins de 1 élève sur 2 réussit les épreuves de fin de primaire. Les épreuves tirées des différentes théories (Jean Piaget et Binet-Simon) sont significatives et indiquent un âge cognitif de 9-10 ans concernant la population étudiée
This research work is about the specific characteristics linked to learning in a multicultural context. It takes place at the crossroads between reflections on the conceptual fields dealing with the teenagers’ mental lexis and the two great existing cognitive orientations, in relation with local culture in vocational schools in Reunion Island. The context of this study lies in observing that learners might preferentially activate a certain kind of logic: whether it be an abstract logic or a natural logic depending on the contexts of integration. There exist two systems of development, which are parallel. One conditions the other according to its localization. Thus, there might be a relation between the linguistic codes used on the island and the learners’ performances at school. Two groups of teenagers attending the same vocational school in the island agreed to submit themselves to a battery of tests. This sample of data stands as numerically sufficient to describe and observe behavior and existing relations inside our population. Concerning of tests, were taken in the assessment-diagnosis implemented by the French Ministry of Education – their levels are: entering the consolidation of knowledge and the end of them. Then some Piaget’s evaluations as well as evaluations Binet-Simon were used. They suggest a loss in performance of around 40% between the level of the second year of primary school and the level at entering the first of secondary school. Less than one pupil out of two succeeds at the evaluations. The Piaget’s evaluations and the evaluation on verbal thinking linked with cognitive age would be that of a 9 year old

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張欣榮 and Yan-wing Cheung. "Culture and cognition: horserace betting and punters in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31225810.

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Samson, Alain. "Culture, religion and cognition : Buddhism and holistic versus analytic thought." Thesis, London School of Economics and Political Science (University of London), 2007. http://etheses.lse.ac.uk/2931/.

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Some cross-cultural psychologists have shown differences in cognition between Eastern and Western cultures, described as holistic versus analytic (H-A) systems of thought. It is widely assumed that Buddhism has contributed to holistic cognition. This thesis explores holistic thought among Western Buddhists by integrating methods and theories mainly from cross-cultural and social psychology, but also the cognitive anthropology of religion. H-A reasoning among Buddhists, Anglicans and Secular-Humanists in the UK is investigated in a main experiment, providing good backing for hypothesised H-A group differences. Moreover, it supports a hypothesis about the effect of meditation on the categorisation of visual stimuli and strength of holistic beliefs. However, only explicit H-A measures are subject to religious context effects, as evident in their association with religiosity, the religious self-concept and religious integration. Inducing a Buddhist context through religious priming does not result in a holism shift. A follow-up study (2) uses pictorial primes and shows an interaction effect between priming condition and strength of Buddhist self-concepts on holistic beliefs. Study 3 clarifies religious versus secular differences that were found for the grouping measure used in Study 1 in a correlational design with measures of independence- interdependence, religious identification as well as attraction to Buddhist and Secular- Humanist ideas. It indicates that both self-selection and learning effects may account for secular vs religious H-A differences. The last experiment (Study 4) further develops so-called 'tolerance of contradictions' (TC) as an aspect of H-A cognition and introduces the cognitive anthropological concept of counterintuitive (Cl) beliefs. As expected, results show that religious groups have a higher tolerance of Cl. Furthermore, compared to normal or bizarre concepts. Cl content reduces TC only among secular individuals, and to some degree Anglicans, but has no such effect on Buddhists. Implications for cross-cultural psychology, the psychology of religion as well as the interdisciplinary field of 'cognition and culture' are discussed.

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Cheung, Yan-wing. "Culture and cognition : horserace betting and punters in Hong Kong /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24872933.

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Books on the topic "Cognition and culture"

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Franks, Bradley. Culture and Cognition. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34383-2.

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D, Manjali Franson, ed. Language, culture, & cognition. New Dehli [i.e. Delhi]: Bahri Publications, 1998.

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A, Cerulo Karen, ed. Culture in mind: Toward a sociology of culture and cognition. New York: Routledge, 2001.

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Manjali, Franson D. Meaning, culture, and cognition. New Delhi: Bahri Publications, 2000.

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Saito, Akiko. Bartlett, Culture and Cognition. London: Taylor & Francis Inc, 2004.

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Aradhana, Shukla, ed. Culture, cognition, and behaviour. New Delhi: Concept Pub. Co., 2009.

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Saito, Akiko. Bartlett, Culture and Cognition. London: Taylor & Francis Group Plc, 2004.

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Shukla, Aradhana. Culture, cognition, and behaviour. New Delhi: Concept Pub. Co., 2009.

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Aradhana, Shukla, ed. Culture, cognition, and behaviour. New Delhi: Concept Pub. Co., 2009.

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Aradhana, Shukla, ed. Culture, cognition, and behaviour. New Delhi: Concept Pub. Co., 2009.

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Book chapters on the topic "Cognition and culture"

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Bergesen, Albert J. "Culture and Cognition." In The Blackwell Companion to the Sociology of Culture, 35–47. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996744.ch3.

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Cole, Michael, and Martin Packer. "Culture and Cognition." In Cross-Cultural Psychology, 243–70. Chichester, UK: John Wiley & Sons, Ltd, 2019. http://dx.doi.org/10.1002/9781119519348.ch11.

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Tuleja, Elizabeth A. "Culture and Cognition." In Intercultural Communication for Global Business, 223–50. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780367423827-16.

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Aronoff, Mark. "Spelling as Culture." In Neuropsychology and Cognition, 67–86. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-015-8285-8_5.

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Watson, Stuart K., and Andrew Whiten. "Culture." In Encyclopedia of Animal Cognition and Behavior, 1882–92. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-55065-7_1895.

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Watson, Stuart K., and Andrew Whiten. "Culture." In Encyclopedia of Animal Cognition and Behavior, 1–11. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47829-6_1895-1.

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Franks, Bradley. "Introduction." In Culture and Cognition, 1–5. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34383-2_1.

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Franks, Bradley. "Varieties of Theory of Mind, Affordances, Indication and Culture." In Culture and Cognition, 216–38. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34383-2_10.

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Franks, Bradley. "Adaptations, Culture and External Theory of Mind." In Culture and Cognition, 239–55. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34383-2_11.

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Franks, Bradley. "Cultural Evolution, Cultural Transmission and Cultural Patterns." In Culture and Cognition, 256–90. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34383-2_12.

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Conference papers on the topic "Cognition and culture"

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Lammel, Annamaria, Elisa Gutierrez, Emilie Dugas, and Frank Jamet. "Cultural and Environmental Changes: Cognitive Adaptation to Global Warming." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2013. http://dx.doi.org/10.4087/uowv9273.

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The present paper uses a methodological and theoretical perspective on cognitive and cross-cultural psychology as it basis. Our research covers an important area: the role of cognition on the human adaptation to global warming. We draw the general hypothesis that human cognition, mediated by culture, can adapt to changes in the environment. However, we believe that accelerated global climatic changes create cognitive vulnerability because culture cannot provide proper knowledge and cognitive tools. We present some results of our fundamental research on cognitive adaptation to climate change from a cross-environmental and cross-cultural perspective. We specifically highlight some preliminary comparative analysis between adults of New Caledonia and Paris on the representation of climate and climate change followed by the human capacity to adapt to this condition. In addition, we provide an intra-cultural comparison on representation of climate, taking into consideration important geographic and climatic differences in France. Preliminary results suggest that culture and environmental experiences have focal impacts on cognitive adaptation. Our findings show that Parisian adults present greater cognitive vulnerability, thus less adaptive cognition. In the light of cross-cultural psychology, we consider that this fact is due, on one hand, to the analytic way of thinking dominated by an urban occidental population and, on the other hand, to the absence of bi-metric representations.

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Xu, Wenyi, Jinbo Xu, and Zhipeng Zhang. "A Framework for Metro Spatial Regional Cultural Information Design based on Passengers’ Needs for Cognition." In AHFE 2023 Hawaii Edition. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004430.

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The purpose of this study is to explore a theoretical framework for metro spatial and regional cultural information design based on passengers' need for cognitions. Through the analysis and evaluation of the regional cultural information design in the existing subway system, we find that many subway systems do not make full use of regional cultural resources, and cannot meet the passengers' need for cognitions for relevant regional cultural information in the process of subway travel. Through the correlation study between subway passengers' need for cognitions and regional cultural information, we find that regional cultural information plays a special role in catering to and activating passengers' need for cognitions. Meanwhile, through the investigation, we find that subway passengers' demand for regional cultural information is getting higher and higher, so we put forward a framework for subway regional cultural information design based on passengers' need for cognitions. However, we are also aware that there are still some challenges and room for improvement in practical applications. For example, the mining of regional cultural information needs to be more in-depth, and the selection of information transmission methods and channels needs to be more flexible and diversified to meet the needs and preferences of different passengers. To sum up, this study effectively improves passengers' cognition and understanding of regional culture and enables the application of regional culture information in subway space through the design framework of regional culture information based on passengers' need for cognitions. This research results will help the subway system to provide more comprehensive and rich regional cultural information, and improve passengers' travel experience and satisfaction with the subway system. Future studies can further explore more refined and personalized regional cultural information design methods, express more in-depth regional cultural connotations, and serve more accurate user groups.

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Zhao, Jue, Sheng Zhang, and Weiwei Tan. "Cognition and Culture in ICT Experience." In 2010 International Conference on Parallel and Distributed Computing, Applications and Technologies (PDCAT). IEEE, 2010. http://dx.doi.org/10.1109/pdcat.2010.30.

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Edmonds, Ernest A. "The Creativity and Cognition Studios." In People and Computers XXII Culture, Creativity, Interaction. BCS Learning & Development, 2008. http://dx.doi.org/10.14236/ewic/hci2008.61.

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McKnight, Joseph, and Gavin Doherty. "Distributed Cognition and Mobile Healthcare Work." In People and Computers XXII Culture, Creativity, Interaction. BCS Learning & Development, 2008. http://dx.doi.org/10.14236/ewic/hci2008.28.

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Sharikov, Dmitriy D. "Culture, Cognition, and Education: Exploring the Intersections." In Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-290-297.

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Kühnen, Ulrich. "Culture, Self-construal and Social Cognition: Evidence from Cross-Cultural and Priming Studies." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2009. http://dx.doi.org/10.4087/kgio1744.

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Members of different cultures vary in basic social psychological processes, such as value orientation, attitudes, attitude-behavior relations, person perception and attribution of observed behavior. Previous researchers have traced back these differences to the respective culture members’ self-construal: Westerners define their self primarily in independent terms, whereas Asians are more likely to define their selves in interdependent ways. This difference in construing the self in turn affects the above mentioned judgmental processes. However, when relying on cross-cultural studies alone, the critical role of the self cannot directly be tested. In this chapter I argue that the accessibility of either independent or interdependent self-knowledge plays a critical role, because judgments are assimilated to either autonomous –or social– contents to the degree that independent –or interdependent– self-knowledge is accessible in the judgmental situation. If so, making self-knowledge of one kind or the other temporarily accessible, should mirror cross-cultural differences. I will review a series of studies confirming this assumption. These studies will be discussed with regard to their implications a) for the role of the self in judgment formation and b) for the flexibility of cultural differences.

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AFANAS, Aliona. "Cultura învățării cadrelor didactice în contextul profesionalizării pedagogice." In Educația în contextul provocărilor societale: paradigme, inovații, transfer tehnologic. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.17-11-2023.p156-162.

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The article presents the culture of lifelong learning of teachers through educational policies and the views of various authors in the literature. The epistemological foundation of the teaching staff professionalization theory is based on the cognitive development of teachers, representing a synthesis of interactions between cognition, metacognition and social cognition, between thinking, intelligence and other complex cognitive initial processes. The methodological framework of pedagogical professionalization of teachers contains the methodological tools, mechanisms and ways of professionalization of teachers in the context of new social realities.

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Zhong, Xingyi, and Taiwei Sun. "Design Strategy Based on Consumers' Cognition of Cantonese Cultural Product in the New Era." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001855.

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Cantonese culture is an important part of Chinese culture. From the perspective of the consumer side, with the way of in-depth interview and questionnaire, the paper conducts a research on the consumers’ cognition of Cantonese cultural product, and proposes a corresponding design strategy. The research shows that although consumers are interested in Cantonese culture, not many consumers pay attention to Cantonese cultural product. The main reasons include the lack of category, practicality and innovation of Cantonese cultural product and so on. To strengthen consumers’ attention and consumption of Cantonese cultural product, it is suggested that the appearance, visual symbol of Cantonese, product function diversity and the addition of technology and nostalgic should be considered for designers.

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Liao, Xiaohan. "Challenging the Vision-Driven Culture in Immersive Meditation Experience: Designing Taoisonic Zone." In C&C '22: Creativity and Cognition. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3527927.3535214.

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Reports on the topic "Cognition and culture"

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Warren, Rik. Culture & Cognition Laboratory. Fort Belvoir, VA: Defense Technical Information Center, May 2011. http://dx.doi.org/10.21236/ada543651.

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Brown, John S., Allan Collins, and Paul Duguid. Situated Cognition and the Culture of Learning. Fort Belvoir, VA: Defense Technical Information Center, June 1988. http://dx.doi.org/10.21236/ada204690.

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Lin, Mei-Hua, and Alvin W. Yeo. Influence of Cultural Cognition, Social Aspect of Culture, and Personality on Trust. Annotation. Fort Belvoir, VA: Defense Technical Information Center, December 2011. http://dx.doi.org/10.21236/ada553843.

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Brown, Mark N. The Impact of Strategic Culture and Cognition on U.S. Outcomes. Fort Belvoir, VA: Defense Technical Information Center, March 2010. http://dx.doi.org/10.21236/ada519858.

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Гарлицька, Тетяна Сергіївна. Формування міжкультурної компетентності як одна з умов запровадження європейських стандартів мовної освіти. Wschodnioeuropejski Institut Psychologii, 2022. http://dx.doi.org/10.31812/123456789/7064.

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Статтю присвячено обґрунтуванню важливості формування міжкультурної компетентності, зокрема у студентів філологів. Реалізація міжкультурної компетентності розглядається як одна з умов запровадження європейських стандартів мовної освіти. Сучасні глобалізаційні процеси, розширення міжкультурних контактів вимагають від освітнього простору України орієнтації на виховання фахівця нового рівня – суб’єкта полікультурного простору. Професійна компетентність фахівців різних галузей стає неможливою без володіння ними міжкультурною компетентністю. Поняття «міжкультурна компетентність» розглядається в роботі як міждисциплінарний феномен та досліджується з позицій філософії, культурології, соціології, психології, педагогіки та лінгводидактики. Особливу увагу зосереджено на зв’язку культури та мови, оскільки мовні знання є інструментом пізнання іншої культури та важливою умовою міжкультурної комунікації. The article raises the problem of importance of intercultural competence forming, in particular among students of philology. The realization of intercultural competence is considered as one of the conditions for establishment of the European standards of language education. Modern globalization processes, expansion of intercultural contacts demand the Ukrainian education to be focused on the new level specialist – the subject of multicultural surrounding. Professional competence of specialists of different fields is impossible without possessing intercultural competence. The concept «intercultural competence» is considered as multidisciplinary phenomenon which is studied from different points of view: philosophical, cultural, sociological, psychological, pedagogical and linguodidactic. The main attention is focused of the connection of culture and language because language competence is the tool for another culture cognition and an important condition of intercultural communication.

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Bondarenko, Olga V. The didactic potential of virtual information educational environment as a tool of geography students training. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3761.

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The article clarifies the concept of “virtual information educational environment” (VIEE) and examines the researchers’ views on its meaning exposed in the scientific literature. The article determines the didactic potential of the virtual information educational environment for the geography students training based on the analysis of the authors’ experience of blended learning by means of the Google Classroom. It also specifies the features (immersion, interactivity, and dynamism, sense of presence, continuity, and causality). The authors highlighted the advantages of virtual information educational environment implementation, such as: increase of the efficiency of the educational process by intensifying the process of cognition and interpersonal interactive communication; continuous access to multimedia content both in Google Classroom and beyond; saving student time due to the absence of necessity to work out the training material “manually”; availability of virtual pages of the virtual class; individualization of the educational process; formation of informational culture of the geography students; and more productive learning of the educational material at the expense of IT educational facilities. Among the disadvantages the article mentions low level of computerization, insignificant quantity and low quality of software products, underestimation of the role of VIЕЕ in the professional training of geography students, and the lack of economic stimuli, etc.

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Boyer, Pascal, and Pierre Lienard. Detection of Outside Threat in Different Cultures: Ecological, Cultural and Cognitive Factors of Effective Influence. Fort Belvoir, VA: Defense Technical Information Center, February 2013. http://dx.doi.org/10.21236/ada581336.

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Rodrigues, Fabiano de Abreu. O QI desenvolve a cognição. CPAH REDAÇÃO, April 2023. http://dx.doi.org/10.56238/cpahciencia-009.

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A cognição e a inteligência são conceitos que têm sido amplamente estudados em diversas áreas do conhecimento, incluindo a psicologia, a neurociência e a educação. A cognição é um processo complexo e multifacetado que envolve a aquisição, o armazenamento, a recuperação e o uso de informações. Ela pode ser influenciada por diversos fatores, como a experiência, a educação, a idade, a saúde e o ambiente em que o indivíduo vive. A inteligência, por sua vez, é uma capacidade geral que permite ao indivíduo aprender, compreender, adaptar-se e resolver problemas de forma eficaz, assim como a lógica e a criatividade. Ela pode ser medida por meio de testes padronizados, como o teste de QI (quociente de inteligência). No entanto, é importante destacar que o QI é uma medida de inteligência que não necessariamente tem interferência cognitiva e pode ser influenciado por diversos fatores, como o ambiente cultural e educacional em que o indivíduo foi criado, a saúde mental e física, a genética e outros aspectos. Uma pessoa pode ter alto QI e baixa capacidade cognitiva por diversos fatores. Seja genético ou transtornos como TDAH - Transtorno Déficit de Atenção e Hiperatividade, autismo, entre outros. Ou seja, devemos compreender que inteligência e capacidade cognitiva são coisas distintas. Pensando em números de QI através de testes de Inteligência, quanto maior a pontuação, maior a capacidade do indivíduo desenvolver a sua cognição a depender, claro, do ambiente onde foi criado desde a gestação, alimentação, educação, hábitos e experiência de vida. Os desafios são um grande aliado da neuroplasticidade cerebral para um melhor desenvolvimento cerebral. A neuroplasticidade cerebral é um conceito importante para entender o desenvolvimento cognitivo e a capacidade de aprendizagem ao longo da vida. Ela se refere à capacidade do cérebro de se adaptar e mudar em resposta à experiência, à aprendizagem e a outros estímulos. A plasticidade cerebral pode ser influenciada por diversos fatores, como o envelhecimento, a educação, a prática e a estimulação intelectual. Os desafios e as atividades cognitivamente exigentes são importantes para promover a neuroplasticidade cerebral e o desenvolvimento cognitivo. Mas a neuroplasticidade também pode ser eficaz no desenvolvimento da inteligência lógica, relacionada ao córtex pré-frontal no cérebro que serve de precursor para o desenvolvimento cognitivo. Estudos têm mostrado que o treinamento de memória, atenção e resolução de problemas, pode melhorar o desempenho cognitivo e da inteligência em indivíduos saudáveis e em pessoas com transtornos cognitivos e neurológicos. Em suma, a cognição e a inteligência são conceitos complexos e interconectados que são influenciados por diversos fatores. O desenvolvimento cognitivo e a capacidade de aprendizagem ao longo da vida podem ser promovidos por meio de atividades exigentes e estímulos que promovam a neuroplasticidade cerebral.

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Cullum, C. M., Jay H. Shore, and Myron Weiner. Validation of Computerized Cognitive Assessment in Cross-Cultural Populations. Fort Belvoir, VA: Defense Technical Information Center, October 2012. http://dx.doi.org/10.21236/ada568071.

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Cullum, C. M., Jay H. Shore, and Myron Weiner. Validation of Computerized Cognitive Assessment in Cross-Cultural Populations. Fort Belvoir, VA: Defense Technical Information Center, April 2013. http://dx.doi.org/10.21236/ada602022.

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