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Journal articles on the topic 'Cognition and culture'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

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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4

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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7

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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Norenzayan, Ara, and Richard E. Nisbett. "Culture and Causal Cognition." Current Directions in Psychological Science 9, no. 4 (August 2000): 132–35. http://dx.doi.org/10.1111/1467-8721.00077.

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Park, D. C., R. Nisbett, and T. Hedden. "Aging, Culture, and Cognition." Journals of Gerontology Series B: Psychological Sciences and Social Sciences 54B, no. 2 (March 1, 1999): P75—P84. http://dx.doi.org/10.1093/geronb/54b.2.p75.

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Wuthnow, Robert. "Prayer, cognition, and culture." Poetics 36, no. 5-6 (October 2008): 333–37. http://dx.doi.org/10.1016/j.poetic.2008.06.002.

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14

Donald, Merlin. "Brain, cognition, and culture." Contemporary Psychology: A Journal of Reviews 39, no. 6 (June 1994): 678. http://dx.doi.org/10.1037/034478.

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15

Heyes, C. M. "Imitation, culture and cognition." Animal Behaviour 46, no. 5 (November 1993): 999–1010. http://dx.doi.org/10.1006/anbe.1993.1281.

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16

Mitchell, Ronald K., J. Brock Smith, Eric A. Morse, Kristie W. Seawright, Ana Maria Peredo, and Brian McKenzie. "Are Entrepreneurial Cognitions Universal? Assessing Entrepreneurial Cognitions across Cultures." Entrepreneurship Theory and Practice 26, no. 4 (July 2002): 9–32. http://dx.doi.org/10.1177/104225870202600402.

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In this study we examine three research questions concerned with entrepreneurial cognition and culture: (1) Do entrepreneurs have cognitions distinct from those of other business people? (2) To what extent are entrepreneurial cognitions universal? and (3) To what extent do entrepreneurial cognitions differ by national culture? These questions were investigated in an exploratory study using data collected from 990 respondents in eleven countries. We find, in answer to question one, that individuals who possess “professional entrepreneurial cognitions” do indeed have cognitions that are distinct from business non-entrepreneurs. In answer to question two, we report further confirmation of a universal culture of entrepreneurship. And in answer to question three, we find (a) observed differences on eight of the ten proposed cognition constructs, and (b) that the pattern of country representation within an empirically developed set of entrepreneurial archetypes does indeed differ among countries. Our results suggest increasing credibility for the cognitive explanation of entrepreneurial phenomena in the cross-cultural setting.

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Pavlova, Lyubov, and Yuliana Vtorushina. "Developing Students’ Cognition Culture for Successful Foreign Language Learning." SHS Web of Conferences 50 (2018): 01128. http://dx.doi.org/10.1051/shsconf/20185001128.

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This paper presents results of the research aimed at determining essential aspects of the development of university students’ cognition culture as a factor of successful foreign language learning. The authors define cognition culture as a complex of capabilities and skills, enabling students to look for, analyze, process, organize and critically assess information in the text, considering its historical and cultural value background. The investigation proves that a student’s cognition culture is manifested in his/her knowledge of national mentality, language, and cultural picture of the world as well as in the student’s skills of search, procession and critical assessment of information, the skills of analysis, comparison, generalization, cognitive motivation and aspiration for constant improvement of foreign language skills. The research determines the contents of the cognitive component of foreign language learning and works out a complex of teaching techniques for developing students’ cognition culture. The results prove that the application of the complex of special teaching techniques ensures effective development of the university students’ cognition culture for successful foreign language learning. Thus, students’ cognitive culture conditions their social adaptation and academic mobility.

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18

Heft, Harry. "Environment, cognition, and culture: Reconsidering the cognitive map." Journal of Environmental Psychology 33 (March 2013): 14–25. http://dx.doi.org/10.1016/j.jenvp.2012.09.002.

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19

Strugielska, Ariadna, and Katarzyna Piątkowska. "A plea for a socio-cognitive perspective on the language-culture-cognition nexus in educational approaches to intercultural communicative competence." Review of Cognitive Linguistics 15, no. 1 (August 18, 2017): 224–52. http://dx.doi.org/10.1075/rcl.15.1.09str.

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Abstract Intercultural communicative competence (ICC) links three notions, i.e. language, culture and cognition, which are declared crucial in approaches to ICC in educational context. Despite the announced importance of the notions, none of the ICC models specifies the relationship between these elements in a motivated way and hence unjustified dichotomies arise. Educational approaches to ICC can be divided into cognitive or social ones with the former emphasizing an autonomous nature of language, culture and cognition and the latter focusing on social aspects and thus marginalizing cognition. The article aims to stress the need for a socio-cognitive approach to ICC which will view language, culture and cognition in a holistic way. While this approach is based on complexity science, cognitive psychology, grounded cognition and intercultural pragmatics, we demonstrate that cognitive linguistics can become an encompassing framework for a holistic model of ICC.

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SAVAGE-RUMBAUGH, Sue, William M. FIELDS, and Par SEGERDAHL. "Culture Prefigures Cognition in Pan/Homo Bonobos." THEORIA 20, no. 3 (September 6, 2005): 311–28. http://dx.doi.org/10.1387/theoria.565.

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This article questions traditional approaches to the study of primate cognition. Because of a widespread assumption that cognition in non-human primates is genetically encoded, these approaches neglect how profoundly apes' cultural rearing experiences affect test results. We describe how three advanced cognitive abilities – imitation, theory of mind and language – emerged in bonobos maturing in a Pan/Homo culture.

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21

Kozlova, Lyubov A. "Metaphor as the refection of culture determined cognition." Russian Journal of Linguistics 24, no. 4 (December 15, 2020): 899–925. http://dx.doi.org/10.22363/2687-0088-2020-24-4-899-925.

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The article belongs to the cognitive dimension of contemporary cognitive linguistics based on the idea that the processes of the world conceptualization take place in the context of a certain culture and language imparting culturally determined character to our cognition. The ethnocultural specificity of cognition has various forms of manifestation in language, the most explicit of which is metaphor because the very nature of our thinking is metaphorical and reflects the correspondence with experience which is also culture-specific. The study aims to investigate how culturally determined cognition finds its manifestation in metaphor. The main goal of the article is to point out and characterize the forms of manifestation of ethnocultural specificity of metaphor in the text. The analysis is based on a corpus of 860 metaphorical expressions obtained from 34 English-language fiction texts. The main methods of analysis are conceptual, comparative-culturological and contextual analyses. The introduction contains a short survey of theoretical works related to the interaction of language, cognition and culture and describes the way methods are applied. In the second part the author analyses the interrelations between three branches of linguistics: ethnolinguistics, linguoculturology, and cultural linguistics united on the basis of their interest in the study of language in the cultural aspect. The main body of the article presents the analysis of metaphor in the aspect of culture specific cognition which results in the identification of three forms of representing the culturally determined cognition in metaphor: 1) the degree of metaphorical density of the text and the manner of metaphorical representation from the perspective of explicitness/implicitness; 2) the specificity of conceptual spheres which serve as the source of metaphors; 3) the choice of objects of metaphorical description determined by the sociocultural conventions of a linguocultural society. By way of conclusion, the author outlines the prospects of metaphor studies in the aspect of culture specific cognition.

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22

Shepherd, Hana. "Culture and Cognition: A Process Account of Culture." Sociological Forum 29, no. 4 (December 2014): 1007–11. http://dx.doi.org/10.1111/socf.12134.

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23

Casson, Ronald W. "Semantics, Culture, and Cognition: Human Concepts in Culture-Specific Configurations.:Semantics, Culture, and Cognition: Human Concepts in Culture-Specific Configurations." Journal of Linguistic Anthropology 4, no. 1 (June 1994): 75–77. http://dx.doi.org/10.1525/jlin.1994.4.1.75.

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24

Alvanoudi, Angeliki. "Indexing gender, culture, and cognition." Journal of Language and Discrimination 4, no. 1 (May 6, 2020): 1–15. http://dx.doi.org/10.1558/jld.40948.

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25

Keller, Heidi. "Culture and Cognition: Developmental Perspectives." Journal of Cognitive Education and Psychology 10, no. 1 (2011): 3–8. http://dx.doi.org/10.1891/1945-8959.10.1.3.

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Darmojuwono, Setiawati. "Language, culture, and social cognition." Wacana 17, no. 1 (May 2, 2016): 121. http://dx.doi.org/10.17510/wacana.v17i1.430.

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27

McQuesten, Pamela. "Computers, Composition, Cognition and Culture." Convergence: The International Journal of Research into New Media Technologies 4, no. 1 (March 1998): 46–69. http://dx.doi.org/10.1177/135485659800400107.

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28

Malafouris, Lambros, Chris Gosden, and Karenleigh A. Overmann. "Creativity, cognition and material culture." Creativity, Cognition and Material Culture 22, no. 1 (December 31, 2014): 1–4. http://dx.doi.org/10.1075/pc.22.1.001in.

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29

Grossmann, Igor, and Michael E. W. Varnum. "Social Class, Culture, and Cognition." Social Psychological and Personality Science 2, no. 1 (August 23, 2010): 81–89. http://dx.doi.org/10.1177/1948550610377119.

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30

CROSS, IAN. "Music, Cognition, Culture, and Evolution." Annals of the New York Academy of Sciences 930, no. 1 (June 2001): 28–42. http://dx.doi.org/10.1111/j.1749-6632.2001.tb05723.x.

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31

Holy, Ladislav. "Culture, Cognition and Practical Interaction." Cultural Dynamics 2, no. 3 (July 1989): 265–85. http://dx.doi.org/10.1177/092137408900200301.

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32

Steers, R. M., C. J. Sanchez-Runde, and L. Nardon. "Culture, cognition, and managerial leadership." Asia Pacific Business Review 18, no. 3 (July 2012): 425–39. http://dx.doi.org/10.1080/13602381.2011.640537.

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33

Vogeley, Kai, and Andreas Roepstorff. "Contextualising culture and social cognition." Trends in Cognitive Sciences 13, no. 12 (December 2009): 511–16. http://dx.doi.org/10.1016/j.tics.2009.09.006.

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Vasile, Cristian. "Homo Religiosus - Culture, Cognition, Emotion." Procedia - Social and Behavioral Sciences 78 (May 2013): 658–61. http://dx.doi.org/10.1016/j.sbspro.2013.04.370.

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35

Lane, Justin E., and F. LeRon Shults. "Cognition, Culture, and Social Simulation." Journal of Cognition and Culture 18, no. 5 (November 28, 2018): 451–61. http://dx.doi.org/10.1163/15685373-12340039.

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AbstractThe use of modeling and simulation (M&S) methodologies is growing rapidly across the psychological and social sciences. After a brief introduction to the relevance of computational methods for research on human cognition and culture, we describe the sense in which computer models and simulations can be understood, respectively, as “theories” and “predictions.” Most readers of JoCC are interested in integrating micro- and macro-level theories and in pursuing empirical research that informs scientific predictions, and we argue that M&S provides a powerful new set of tools for pursuing these interests. We also point out the way in which M&S can help scholars of cognition and culture address four key desiderata for social scientific research related to the themes of clarity, falsifiability, dynamicity, and complexity. Finally, we provide an introduction to the other papers that comprise this special issue, which includes contributions on topics such as the role of M&S in interdisciplinary debates, shamanism, early Christian ritual practices, the emergence of the Axial age, and the social scientific appropriation of algorithms from massively multiplayer online games.

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Posner, Michael I., and Mary K. Rothbart. "Integrating brain, cognition and culture." Journal of Cultural Cognitive Science 1, no. 1 (February 17, 2017): 3–15. http://dx.doi.org/10.1007/s41809-017-0001-7.

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Levy, Becca R., Martin D. Slade, Robert H. Pietrzak, and Luigi Ferrucci. "When Culture Influences Genes: Positive Age Beliefs Amplify the Cognitive-Aging Benefit of APOE ε2." Journals of Gerontology: Series B 75, no. 8 (August 24, 2020): e198-e203. http://dx.doi.org/10.1093/geronb/gbaa126.

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Abstract Objectives Most studies of aging cognition have focused on risk factors for worse performance and on either genetic or environmental factors. In contrast, we examined whether 2 factors known to individually benefit aging cognition may interact to produce better cognition: environment-based positive age beliefs and the APOE ε2 gene. Method The sample consisted of 3,895 Health and Retirement Study participants who were 60 years or older at baseline and completed as many as 5 assessments of cognition over 8 years. Results As predicted, positive age beliefs amplified the cognitive benefit of APOE ε2. In contrast, negative age beliefs suppressed the cognitive benefit of APOE ε2. We also found that positive age beliefs contributed nearly 15 times more than APOE ε2 to better cognition. Discussion This study provides the first known evidence that self-perceptions can influence the impact of a gene on cognition. The results underscore the importance of combined psychosocial and biological approaches to understanding cognitive function in older adults.

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Maltseva, Kateryna. "Bridging sociology with anthropology and cognitive science perspectives to assess shared cultural knowledge." Sociology: Theory, Methods, Marketing, stmm 2020 (1) (March 16, 2020): 108–18. http://dx.doi.org/10.15407/sociology2020.01.108.

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Following the cognitive revolution of the 1960s, cultural variation in behavior and knowledge has been a long-standing subject in social sciences. The “cognitive turn” in sociology brought to light many interesting issues and complex questions. The present publication addresses both theoretical and — to some extent — methodological challenges faced by the sociologists engaged in researching shared cultural variation within the culture-and-cognition research agenda, and compares it with the status quo in cousin social sciences that share the same cognitive perspective on culture. I specifically focus on the conceptual junctures that follow from the assumptions of shared cultural knowledge and intersubjectively shared cultural worldviews to highlight the important features of culture which can be effectively used for quantitative assessment of complex cultural processes. While I discuss various aspects of the findings and failings attributable to the culture-and-cognition research direction, my principal concern centers on encouraging more enhanced and sensitized interdisciplinary communication, as well as maximized intersections between cognitively oriented studies of culture in different social sciences, to bring the sociological studies of culture and cognition to full fruition.

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Morrison, Steven J., Steven M. Demorest, and Laura A. Stambaugh. "Enculturation Effects in Music Cognition." Journal of Research in Music Education 56, no. 2 (July 2008): 118–29. http://dx.doi.org/10.1177/0022429408322854.

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The authors replicate and extend findings from previous studies of music enculturation by comparing music memory performance of children to that of adults when listening to culturally familiar and unfamiliar music. Forty-three children and 50 adults, all born and raised in the United States, completed a music memory test comprising unfamiliar excerpts of Western and Turkish classical music. Examples were selected at two levels of difficulty—simple and complex—based on texture, instrument variety, presence of simultaneous musical lines, and clarity of internal repetition. All participants were significantly better at remembering novel music from their own culture than from an unfamiliar culture. Simple examples from both cultures were remembered significantly better than complex examples. Children performed as well as adults when remembering simple music from both cultures, whereas adults were better at remembering complex Western music. The results provide evidence that enculturation affects one's understanding of music structure before adulthood.

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Kleiner, Luna Filipovic. "Space in Language and Cognition: Explorations in Cognitive Diversity, Language, Culture and Cognition Series 5." Journal of Pragmatics 36, no. 11 (November 2004): 2089–99. http://dx.doi.org/10.1016/j.pragma.2003.10.007.

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Hill, Jacquetta. "Culture in Mind: Cognition, Culture, and the Problem of Meaning:Culture in Mind: Cognition, Culture, and the Problem of Meaning." Anthropology Education Quarterly 29, no. 1 (March 1998): 138–40. http://dx.doi.org/10.1525/aeq.1998.29.1.138.

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Martínez, Sergio F., and Alejandro Villanueva. "Musicality as material culture." Adaptive Behavior 26, no. 5 (September 25, 2018): 257–67. http://dx.doi.org/10.1177/1059712318793123.

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From an enactive perspective, one should be able to explain how perception and actions, constituted in patterns of interactions with the world, evolve into the capacities for social coordination and social understanding distinctive of human beings. Traditional accounts of our social understanding skills, focusing on the role of intentionality as the “aboutness” associated with the use of symbolic language, make this sort of explanation difficult to articulate. A satisfactory explanation should start with the recognition that intentionality is not a monolithic phenomenon and that more basic kinds of intentionality embodied in material culture have played a crucial role in allowing for the complexity of human social cognition. We argue for the importance of kinds of bottom-up intentionality, which arise from the world as it is experienced, dynamically structuring and directing our cognitive capacities toward possibilities of (joint) action. Musicality (our capacity for being musical) is a particularly rich kind of cultural expression, in which intentionality embodied in material culture can be studied and its significance for the structure of our deeply social cognition can be explored.

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Evans, Jenna M., G. Ross Baker, Whitney Berta, and Jan Barnsley. "Culture and cognition in health systems change." Journal of Health Organization and Management 29, no. 7 (November 16, 2015): 874–92. http://dx.doi.org/10.1108/jhom-06-2014-0101.

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Purpose – Large-scale change involves modifying not only the structures and functions of multiple organizations, but also the mindsets and behaviours of diverse stakeholders. This paper focuses on the latter: the informal, less visible, and often neglected psychological and social factors implicated in change efforts. The purpose of this paper is to differentiate between the concepts of organizational culture and mental models, to argue for the value of applying a shared mental models (SMM) framework to large-scale change, and to suggest directions for future research. Design/methodology/approach – The authors provide an overview of SMM theory and use it to explore the dynamic relationship between culture and cognition. The contributions and limitations of the theory to change efforts are also discussed. Findings – Culture and cognition are complementary perspectives, providing insight into two different levels of the change process. SMM theory draws attention to important questions that add value to existing perspectives on large-scale change. The authors outline these questions for future research and argue that research and practice in this domain may be best served by focusing less on the potentially narrow goal of “achieving consensus” and more on identifying, understanding, and managing cognitive convergences and divergences as part of broader research and change management programmes. Originality/value – Drawing from both cultural and cognitive paradigms can provide researchers with a more complete picture of the processes by which coordinated action are achieved in complex change initiatives in the healthcare domain.

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McCorkle, William. "Cognitive Historiography: Religion as an Artifact of Culture and Cognition." Journal of Cognitive Historiography 1, no. 2 (November 15, 2014): 140–45. http://dx.doi.org/10.1558/jch.v1i2.25883.

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Nam, Chang S., Hyung N. Kim, Tonya L. Smith-Jackson, and Wayne A. Scales. "Culture and Cognition: Implications for Cognitive Design of Learning Resources." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 49, no. 15 (September 2005): 1444–48. http://dx.doi.org/10.1177/154193120504901505.

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The rapid growth of computer-based learning applications has generated the need for the consideration of learning styles of culturally diverse students. However, few attempts have been made to empirically study the influence of learner's cultural backgrounds on computer-based learning. Many studies have shown that mismatches between students' cultural learning preferences and pedagogy may negatively affect their academic performance and attitudes toward learning. The primary purpose of the study was to evaluate a Web-based tutorial for global positioning systems (GPS) designed by employing culture-centered interface design guidelines that would be compatible with cultural learning preferences of two ethnic groups -African- and European-Americans. Results of the study showed that AA students preferred a Web-based tutorial designed with interface design guidelines that were compatible with their cultural learning preferences. There are several implications for culture-centered cognitive design of learning resource.

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Nizhnikov, Sergei A. "SPIRITUAL COGNITION IN THE DIALOGUE OF CULTURES." HUMANITIES AND SOCIAL STUDIES IN THE FAR EAST 20, no. 3 (2023): 64–70. http://dx.doi.org/10.31079/1992-2868-2023-20-3-64-70.

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The article analyzes various methodological approaches to solving the problem of the dialogue of cultures. Based on A. Torchinov's work, the article discusses criticism of Eurocentrism and Orientalism, stereotypes in the assessment of Eastern cultures and prob-lems that arise when externally comparing the teachings of the East, in particular Buddhism and some Western philosophical con-cepts (Berkeley, Hume, Husserl). The author specially analyzes the comparative method developed by M.K. Mamardashvili, based on the metatheory of consciousness under the influence of Vijnanavada. The ontologism of consciousness underlying all cultures allows reaching a universal understanding of culture as an all-human phenomenon. For Mamarashvili, it is consciousness that is a culture-forming phenomenon. The possibility of entering the communicative space of the dialogue of cultures through conscious-ness is connected with its transcending nature. This transcendence leads beyond the limits of the mental states of both the specific "I" and cultural characteristics, revealing the immanent depths of universal human culture. Mamardashvili considered himself a Kantian and saw in transcendental philosophy an ontological basis for the dialogue of cultures. The author expresses the conviction that based on the universalism of spiritual cognition as a product of the "Axial age" it is pos-sible not only to build a dialogue of cultures, but also a deep mutual understanding between them. Spiritual cognition also embraces the work with consciousness, on which Mamardashvili insisted, and is able to find common ground between theistic (Christianity, Islam) and non-theistic (East: Taoism, Confucianism, Buddhism) cultures on the basis of transcending, revealing the immanent basis – the spiritual archetype of humanity, uniting Truth, Goodness and Beauty.

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Ferretti, Francesco, and Ines Adornetti. "Biology, Culture and Coevolution: Religion and Language as Case Studies." Journal of Cognition and Culture 14, no. 3-4 (July 24, 2014): 305–30. http://dx.doi.org/10.1163/15685373-12342127.

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The main intent of this paper is to give an account of the relationship between bio-cognition and culture in terms of coevolution, analysing religious beliefs and language evolution as case studies. The established view in cognitive studies is that bio-cognitive systems constitute a constraint for the shaping and the transmission of religious beliefs and linguistic structures. From this point of view, religion and language are by-products or exaptations of processing systems originally selected for other cognitive functions. We criticize such a point of view, showing that it paves the way for the idea that cultural evolution follows a path entirely autonomous and independent from that of biological evolution. Against the by-product and exaptation approaches, our idea is that it is possible to interpret religion and language in terms of coevolution. The concept of coevolution involves a dual path of constitution: one for which biology (cognition) has adaptive effects on culture, the other for which, in turn, forms of culture have adaptive effects on biology (cognition). This dual path of constitution implies that religion and language are (at least in some aspects) forms of biological adaptations.

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Platvoet, J. G., E. T. Lawson, and R. N. McCauley. "Rethinking Religion: Connecting Cognition and Culture." Numen 40, no. 2 (May 1993): 189. http://dx.doi.org/10.2307/3270205.

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Marín-Arrese, Juana I. "Cognition and culture in political cartoons." Intercultural Pragmatics 5, no. 1 (January 1, 2008): 1–18. http://dx.doi.org/10.1515/ip.2008.001.

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Krátký, Jan. "Cognition, material culture and religious ritual." DISKUS 13 (July 19, 2014): 49. http://dx.doi.org/10.18792/diskus.v13i0.27.

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