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Letteratura scientifica selezionata sul tema "Cognition Cross-cultural studies"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 6 febbraio 2022

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Articoli di riviste sul tema "Cognition Cross-cultural studies"

1

Berry, John W., e David F. Lancy. "Cross-Cultural Studies in Cognition and Mathematics". College Mathematics Journal 18, n. 3 (maggio 1987): 259. http://dx.doi.org/10.2307/2686390.

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2

McCarthy, Marina, Chao C. Chen e Robert C. McNamee. "Novelty and Usefulness Trade-Off: Cultural Cognitive Differences and Creative Idea Evaluation". Journal of Cross-Cultural Psychology 49, n. 2 (18 gennaio 2018): 171–98. http://dx.doi.org/10.1177/0022022116680479.

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Creativity and innovation have become critical organizational capabilities in today’s global environment, and leveraging creative potential of employees across various cultural contexts has become increasingly important. Although recognized among researchers, cross-cultural differences in creativity are not yet well understood. We contribute to this line of research by constructing a theoretical model that focuses on cultural differences in cognition (i.e., holistic vs. analytic thinking) that affect the evaluation of creative ideas. The cultural cognition perspective allows us to theorize about the interrelationship between an idea’s novelty and its usefulness. We propose that to the extent there is a trade-off between an idea’s novelty and usefulness, cultural differences in cognition will systematically influence the trade-off relationship such that Easterners will perceive a stronger trade-off between novelty and usefulness as compared with their Western counterparts. Such effects of cultural cognition, however, can be reduced by contextual factors of multicultural exposure, cognitive team diversity, and organizational climate for innovation. Our cultural cognition perspective complements the extant cultural value and social norms perspectives on cross-cultural differences in creativity and innovation.

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3

Ragni, Marco, e Markus Knauff. "Cross-Cultural Preferences in Spatial Reasoning". Journal of Cognition and Culture 11, n. 1-2 (2011): 1–21. http://dx.doi.org/10.1163/156853711x568662.

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AbstractHow do people reason about spatial relations? Do people with different cultural backgrounds differ in how they reason about space? The aim of our cross-cultural study on spatial reasoning is to strengthen this link between spatial cognition and culture. We conducted two reasoning experiments, one in Germany and one in Mongolia. Topological relations, such as “A overlaps B” or “B lies within C”, were presented to the participants as premises and they had to find a conclusion that was consistent with the premises (“What is the relation between A and C?”). The problem description allowed multiple possible “conclusions”. Our results, however, indicate that the participants had strong preferences: They consistently preferred one of the possible conclusions and neglected other conclusions, although they were also logically consistent with the premises. The preferred and neglected conclusions were similar in Germany and Mongolia. We argue that the preferences are caused by universal cognitive principles that work the same way in the western culture and Mongolia.

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4

Trehub, Sandra E., Judith Becker e Iain Morley. "Cross-cultural perspectives on music and musicality". Philosophical Transactions of the Royal Society B: Biological Sciences 370, n. 1664 (19 marzo 2015): 20140096. http://dx.doi.org/10.1098/rstb.2014.0096.

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Musical behaviours are universal across human populations and, at the same time, highly diverse in their structures, roles and cultural interpretations. Although laboratory studies of isolated listeners and music-makers have yielded important insights into sensorimotor and cognitive skills and their neural underpinnings, they have revealed little about the broader significance of music for individuals, peer groups and communities. This review presents a sampling of musical forms and coordinated musical activity across cultures, with the aim of highlighting key similarities and differences. The focus is on scholarly and everyday ideas about music—what it is and where it originates—as well the antiquity of music and the contribution of musical behaviour to ritual activity, social organization, caregiving and group cohesion. Synchronous arousal, action synchrony and imitative behaviours are among the means by which music facilitates social bonding. The commonalities and differences in musical forms and functions across cultures suggest new directions for ethnomusicology, music cognition and neuroscience, and a pivot away from the predominant scientific focus on instrumental music in the Western European tradition.

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Leman, Marc. "The Need for a Cross-Cultural Empirical Musicology". Empirical Musicology Review 8, n. 1 (24 ottobre 2013): 19. http://dx.doi.org/10.18061/emr.v8i1.3920.

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The paper by Lara Pearson shows that a case study based on qualitative description may reveal interesting aspects about the co-occurrence of hand gestures and singing in a particular music culture. However, above all the paper lets us dream about what could be possible if forces from cultural studies and music cognition research were to be combined. A cross-cultural empirical musicology holds the promise of scientific work that goes far beyond qualitative descriptions.

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6

Liebal, Katja, e Daniel Benjamin Moritz Haun. "Why Cross-Cultural Psychology Is Incomplete Without Comparative and Developmental Perspectives". Journal of Cross-Cultural Psychology 49, n. 5 (21 maggio 2018): 751–63. http://dx.doi.org/10.1177/0022022117738085.

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We argue that comparing adult behavior and cognition across cultures is insufficient to capture the multifaceted complexity of cultural variation. We champion a multidisciplinary perspective that draws on biological and psychological theory and methods. We provide examples for ways in which cross-cultural, developmental, and comparative studies might be combined to unravel the interplay between universal species-typical behaviors and behavioral variation across groups and, at the same time, to explain uniquely human cultural diversity by identifying the unique and universal patterns of human behavior and cognition in early childhood that create, structure, and maintain variation across groups. Such a perspective adds depth to explanations of cultural variation and universality and firmly roots accounts of human culture in a broader, biological framework. We believe that, therefore, the field of cross-cultural psychology may benefit from combining efforts with comparative and developmental psychologists.

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Everett, Caleb. "Independent cross-cultural data reveal linguistic effects on basic numerical cognition". Language and Cognition 5, n. 1 (marzo 2013): 99–104. http://dx.doi.org/10.1515/langcog-2013-0005.

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AbstractThe role of numeric language in basic numerical cognition is explored via the consideration of results obtained in two recent independent studies, one with Nicaraguan homesigners and one with speakers of Pirahã. Attention is drawn to remarkable parallels between the relevant findings, parallels that provide compelling evidence that adults without access to numeric language face difficulties when simply attempting to differentiate quantities greater than three.

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Barrett, H. Clark, Stephen Laurence e Eric Margolis. "Artifacts and Original Intent: A Cross-Cultural Perspective on the Design Stance". Journal of Cognition and Culture 8, n. 1-2 (2008): 1–22. http://dx.doi.org/10.1163/156770908x289189.

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AbstractHow do people decide what category an artifact belongs to? Previous studies have suggested that adults and, to some degree, children, categorize artifacts in accordance with the design stance, a categorization system which privileges the designer's original intent in making categorization judgments. However, these studies have all been conducted in Western, technologically advanced societies, where artifacts are mass produced. In this study, we examined intuitions about artifact categorization among the Shuar, a hunter-horticulturalist society in the Amazon region of Ecuador. We used a forced-choice method similar to previous studies, but unlike these studies, our scenarios involved artifacts that would be familiar to the Shuar. We also incorporated a community condition to examine the possible effect of community consensus on how artifacts are categorized. The same scenarios were presented to university student participants in the UK. Across populations and conditions, participants tended to categorize artifacts in terms of a creator's intent as opposed to a differing current use. This lends support to the view that the design stance may be a universal feature of human cognition. However, we conclude with some thoughts on the limitations of the present method for studying artifact concepts.

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Duan, Wenjie, Wenlong Mu e He Bu. "“Big data” versus “small data” in social sciences". Chinese Sociological Dialogue 2, n. 3-4 (ottobre 2017): 98–119. http://dx.doi.org/10.1177/2397200917736025.

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Culture significantly influences human cognition and behavior, which has become a major obstacle in cross-cultural studies. Comparing traditional sampling studies (i.e., small data research) with the novelty of millions of samples studies (i.e., big data research), we suggest that the results of the finely controlled, precisely sampled, and accurately analyzed theory-driven small-data research can be replicated by big data studies. This conclusion has been illustrated by recent studies on structures of character strengths that were conducted in both western and eastern countries. Therefore, big data studies that take into account both emic and etic components will be an important approach to conduct cross-cultural research. It facilitates the construction of theories and measures with cross-cultural consistency. Nevertheless, it should be noted that “small data” and “big data” studies are complementary and should not be treated as substitutes for one another.

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Melnychenko, Halyna, e Valentyna Radkina. "COMMUNICATIVE APPROACH TO DEVELOPING LINGUOCULTURAL COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS VIA THE COURSE “LINGUISTIC COUNTRY STUDIES”". Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, n. 9 (20 settembre 2018): 147–52. http://dx.doi.org/10.24195/2218-8584-2018-9-147-152.

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The article substantiates necessity of including linguistic and country study content while developing communicative competence of students; demonstrates a scheme of applying the communicative approach to developing linguocultural competence of students as a system of country-through-language knowledge, skills and motives that enable effective communication in the process of cross-cultural intercourse. The model of developing such competence is based on the principles of authenticity of linguocultural material, philological way of cognition, polychannel perception of information; and encompasses motivating (psychological), orientating (factual) and communicative (subject-oriented, pseudo-communucative, creative) stages. Keywords: communicative competence, cross-cultural communication, country-though-language studies, linguocultural competence, future foreign language teachers, philological training.

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Tesi sul tema "Cognition Cross-cultural studies"

1

Stone, Raymond J. "Cultural dimensions in the cognition of negotiation style, effectiveness and trust development: the caseof Australian and Hong Kong Chinese executives". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244762.

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Van, Vlaenderen Hilde. "Group problem solving among community activists in a South African setting: an everyday cognition approach". Thesis, Rhodes University, 1998. http://hdl.handle.net/10962/d1002589.

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The study focuses on the everyday problem solving processes of a group of community activists in a rural setting in the Eastern Cape Province of South Africa. It aims to uncover: first, the local knowledge of the participants of the study with reference to the concepts problem and problem solving; second, the participants' group problem solving procedure; and third, the dialectical interrelation between the participants' knowledge and practice with reference to everyday group problem solving. It is contended that the mainstream cognitive approach and the cross-cultural tradition are inappropriate for the study of everyday cognitive processes. A ‘situated cognition’ approach, based on the notions of activity and cultural mediation, is proposed as a theoretical framework for the study. The ontological and epistemological assumptions underpinning the empirical study were derived from a scientific realist and a hermeneutical paradigm. Data for the inquiry into the local knowledge of the participants was collected through individual interviews. The data was interpreted, using the grounded theory techniques of constant comparison, coding and compiling theoretical diagrams. Data for the inquiry into the participants' group problem solving practice consisted of video-taped group problem solving processes. This data was analysed, using a multi layered process of progressively deeper interpretation, employing a reading guide technique. Analysis of the research data revealed that the participants perceived a problem as an impediment to satisfactory participation in society. Problem solving was considered as an emotive, cognitive and inter-active process, involving particular role players. This process had a certain structure, involved attitudes and actions and relied on particular resources. Successful problem solving was perceived to result in restoration of social equilibrium. The group problem solving procedure used by the participants consisted of a process of developing a common understanding and group consensus. The strategies employed in the process, the roles played by the participants, the rules adhered to by the participants and the structure underlying the process were all congruent with these aims. There was a mutually reinforcing interrelation between knowledge and practice with reference to the participants’ problem solving.

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Johanek, Cynthia L. "Cross-cultural learning styles studies and composition : re- examining definitions, generalizations, and applications of past field dependence-independence research". Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/864905.

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In recent years, the media have publicized the social problem of physical child abuse. This study examined three artifacts of physical abuse: the children's book Robin's Story, the popular song "Luka," and the television documentary Scared Silent: Exposing and Ending Child Abuse. Chapter One described each artifact and provided a literature review which detailed the writings about physical child abuse and artifacts discussing this topic. The chapter then posed research questions about how the artifacts viewed abused children and their abusers, the causes of abuse, and the solutions proposed for ending physical abuse.Chapter One finally discussed the narrative framework of rhetorical analysis used to examine the three artifacts. The narrative method used in this analysis employed three steps: 1) An examination of narrative structure, which discussed the plot of the story, the crucial points of the story and the events which supplemented those points, and the steps of breach, crisis, redress, and reintegration in the narrative; 2) An examination of narrative rationality, which talked about the completeness and true to life quality of the story and evaluated the reasons the rhetors gave for following the course of action endorsed by the story; and 3) An examination of narrative standards, including truth standard or how the narrative compares with what the audience believes is true; aesthetic standard or the grammar, setting, and characterization within the story, and ethical standard or the values expressed within the narrative. Chapter Two applied this framework to the children's book Robin's Story. Chapter Three viewed the popular song "Luka" through the narrative framework. Chapter Four discussed the documentary Scared Silent in terms of narrative analysis.Chapter Five then discussed the conclusions of the analysis for each artifact, artifacts discussing physical abuse, and for rhetoric. Some of the conclusions reached were that artifacts discussing physical child abuse should attempt to make their stories universal, that such artifacts need to distinguish between abuse and physical punishment, and that artifacts dealing with this problem must provide concrete courses of action to end physical abuse. This analysis concluded that, while narrative analysis provided the answers to the research questions, this framework needs to be made into a concrete method of rhetorical analysis to ensure that narratives are effectively evaluated. Narrative analysis was positive in this analysis, however, in that it supported the definitions of rhetoric as value, epistemology, motive, drama, meaning, and argument. This analysis found that, to end the problem of physical child abuse, rhetors must work with experts in this field and tailor artifacts from different perspectives to various audiences using different forms of media.
Department of English

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VAURASTEH, VICTOR PIRUZ. "ATTITUDES AND MEMORIES IN TRANSACTION: A CROSSCULTURAL EXPLORATION OF INTERGROUP ATTITUDES AND THE REMEMBERING ACTIVITY (STORY RECALL)". Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188082.

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The purpose of the present study was to explore the relationship between intergroup attitudes and the remembering activity of two culturally different groups of subjects. The theoretical basis of this study is the transactional model as outlined by Meacham (1977). According to this model, the attitudes, memories and the sociocultural background of the rememberer constantly and simultaneously alter one another in a reciprocal fashion. Different sociocultural experiences lead to different attitudes and memories, and any changes brought about in attitudes result in changes in memories and vice versa. To examine this system of relationship, two groups of American and Iranian subjects were recruited. Both groups consisted of 28 university students who were either upper classmen or graduate students. Subjects' initial attitudes toward three sets of attitudinal objects were assessed using a set of 37 Semantic Differential Scales. The three sets of attitudinal objects consisted of peoples and governments of three countries of Iran, Sweden, and the U.S. A week after the inital assessment, the subjects were engaged in a remembering activity which consisted of two tasks. The first task was a free recall task. The subjects were asked to recall, to the best of their abilities, the story of the American hostages in Iran. Following the free recall activity the subjects were given a set of 16 statements, which collectively described the entire hostage event in a concise manner. Each of these statements had four different components which the subjects were asked to mark if they would recognize them. The four components were action, agent, time, and explanation. Immediately after the recall and recognition tasks, the attitudes of the subjects toward the same attitudinal objects were assessed again. The data did not provide any support for the transactional model, but nevertheless revealed some significant differences between the two groups of subjects in regard to some of the attitudinal objects.

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Hampson, Eric. "The relationship between specific language variables and mental ability in the treatment of information by adults". Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31108.

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The main focus of this research was to determine the functional relationship that exists when mental ability and language competence are separately and simultaneously measured with regard to their influence on the effective treatment of verbal information. The subject sample comprised 100 men and women, aged 20-60 years, who were chosen to be representative of the employable population of the Greater Vancouver area. The assessment of language in these subjects included skill in .syntax, exemplified by verb-form competence, the variety of clausal structures employed, and the presence of other modifying devices common to adult language. The procedures for assessing these competencies were originally developed by the author from raw data supplied by Koopman (1985). Comprehension was measured by means of a standard reading comprehension test, which comprised a series of graded paragraphs. Multiple-choice questions were posed on specific information regarding the characters and events, inferences and implications of the content, and recall of the actions and settings presented in the paragraphs. Intelligence was measured by a non-verbal intelligence test, which called for the identification of geometrical patterns and learned skills in matching, analogies, classifications, intersections, and progressions. Skill in processing verbal information was assessed from the subjects' written productions. Six controversial topics were presented to the subjects by means of questions and related collages. The subjects were asked to present, in writing, a solution to one of the issues. The time suggested for this task was approximately fifteen minutes. The compositions were scored for quality of argument and maturity of judgment. All scores were analyzed by regression and multiple regression procedures. Demographic data were investigated by canonical correlation analysis. The main finding of this present research was that skill in syntax is the major component in English composition, particularly in exercises which call for critical analysis and the making of sound judgments. This finding suggests that the assessment procedures used in this research may be a feasible means of judging the quality of adults' written language. The results also indicated that skill in the use of language is of greater significance than is mental ability in the treatment of verbal information. The demographic variables of the subjects do not serve to differentiate between high and low performance in language in any reliable way, although level of education has some bearing on ability in language and category of occupation among the middle and upper age-groups. Finally, practical application of these assessment procedures in education and suggestions for further research directly concerned with this study and with issues in related fields are discussed.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Sanagavarapu, Prathyusha, of Western Sydney Nepean University e Faculty of Education. "Cultural specificity in maternal metacognitive guidance of preschoolers' puzzle-solving". THESIS_FE_XXX_Sanagavarapu_P.xml, 1999. http://handle.uws.edu.au:8081/1959.7/551.

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This thesis explores cultural specificity and universality in maternal metacognitive guidance of preschoolers’ puzzle-solving. Anglo-Australian and immigrant Indian mothers’ interactions with their 4-year-old children on a puzzle-solving task were videotaped, and the mothers were interviewed about their views on child development, adult guidance and interpretations of puzzle-solving. The nature of the metcognitive guidance was analysed with respect to task initiation, task regulation, metcognitive guidance, strategic assistance, speech styles, and forms of sustaining the child’s mindfulness. The results generally supported the notions of cultural universality and specificity in maternal metcognitive guidance. While similarities were noted in mothers’ collaboration, supportive intent and verbal strategic guidance, differences were revealed in task initiation, linguistic mediation, non-verbal strategic guidance and metacognitive modeling. The findings on metcognitive guidance as a function of gender of the child indicated similarities, suggesting that differential guidance of male and female children’s metacognitive learning may be less pronounced in the preschool years compared with later childhood years. Indian mothers guided and supported their male children’s metcognitive/strategic learning more frequently than did Australian mothers. The findings are discussed in the light of notions of socio-cultural and activity theories.
Doctor of Philosophy (PhD) (Education)

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7

Gilkes, Brian Eric, e pharoseditions@bigpond com. "The lion and the frigate bird: visual encounters in Kiribati". RMIT University. Media and Communication, 2010. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20100304.105048.

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In order to explain some of the paradoxes and mysteries of the artist's cross cultural experience in Kiribati, he constructed an Artist's Book depicting through visuality, anecdote and reflection, his research process, engaging with current visual perceptions through negotiation with the past. In Kiribati previous encounters with Europeans and Islanders was dominated by English and I Kiribati with significant contributions by French missionaries. Each viewed the other through cultural filters of identity, which were informed by concepts of myth-historical, often heroic pasts, modified by contemporary purpose such as power, trade, evangelism or personal gain. The method of transmission of beliefs about the past differed fundamentally as the Europeans were predominately informed by writing and the I-Kiribati by orality and performance. The non-literary epistemology of the I Kiribati contributed to a cosmology of non-iconic symbols that defined belief systems and social structures. These symbols connected place and space with time, self and group identities. The research found that the all surrounding visual symbol system of sacred meeting house (maneaba), dwelling (bata) and canoe (waa and baurua)) could be partly understood as an ongoing struggle since Deep Time, between the forces of the Ocea n represented by Bakoa, The Shark, and that of the triumph of the coming onto the Land and its people (aba) represented by Tabakea, The Turtle. The performative outcome of this triumph and the spirit of identity (Te Katai ni Kiribati) it engenders is expressed primarily in the ubiquitous I Kiribati Dance. The Artists Book is inspired by the creative classic I Kiribati form of oratory known as Te Kuna, using a structure analogous to the symbolic forms of narrative of Oceanic Voyaging traditionally employed by the I Kiribati. Differences in visual perceptions across cultural interface are understood not only as having the potential for conflict but also as providing positive dynamic force by the interchange of understood differences. The project contributes specifically to the ethnography of English and I Kiribati, semiotic systems and visual epistemologies, indicating directions towards positive outcomes in cross-cultural encounters.

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Kalenandi, Minerva E. Renee. "Language Learning Strategies of Russian-Speaking Adult ESL Learners". PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4766.

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In the ESL classroom, there are often cultural differences between learners and teachers. Sometimes these differences can lead to misunderstandings or even conflict. One area where differences between cultures can be seen is language learning strategies and styles. This study explores the possibility that awareness of differences, explicit teaching, and negotiation may help to resolve differences. This study looks at differences between Russian-speaking adult ESL learners and American ESL teachers, with respect to strategy use and preferences. Three aspects are investigated. The first is to see whether there are statistically significant differences ~tween these groups of learners and teachers. The second is to try to form a loose profile of the learners as a cultural group. The third is to see whether or not there is evidence to suggest the validity of explicit teaching of strategies in the ESL classroom. The Strategy Inventory for Language Learners (SIIL), developed by Rebecca Oxford, is one way to assess differences ~tween learners and teachers. A survey including the SIIL and a questionnaire was given to ninety-four subjects. Forty-seven are Russian-speaking adult ESL learners and forty-seven are American-English-speaking ESL teachers or potential ESL teachers taken from a TESOL program. The results of the survey show that, in this case, there are statistically significant differences in preferences for and use of several sets of strategies. A preliminary cultural profile is derived from the SILL results and from anecdotal evidence gathered from the questionnaire. There is some evidence that the explicit teaching of language learning strategies and their use may help resolve some of the classroom conflicts between the two groups studied.

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Bilyayeva, Tetiana A. "Cross-Cultural Comparative Study of Users’ Perception of the Navigation Organization of an E-Commerce Web Application". UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/413.

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The object of this study was to assess the influence of native language, as a principal cultural characteristic, one users’ behavior when using a web-based e-commerce application. The study expands on previous research by comparing English and Russian users. The research also considered demographic data to assess additional factors that influence behavior and task performance. The research design encompassed an online shopping application with two different navigation menus. One menu was based on the action-object model and the other was based on the object-action model. The user interface was created in two different languages (Russian and English). This study suggests that language, as a cultural indicator, has a direct relationship to user satisfaction and performance in e-commerce web applications.

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Wang, Chongying. "A cross-cultural study of metaphoric understanding in English and Chinese children and adults from a developmental and cognitive perspective". Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670038.

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Più fonti

Libri sul tema "Cognition Cross-cultural studies"

1

Verma, Gajendra K., e Christopher Bagley, a cura di. Cross-Cultural Studies of Personality, Attitudes and Cognition. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-08120-2.

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Pandey, Janak. Asian contributions to cross-cultural psychology. New Delhi: Sage Publications, 1996.

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3

Hong, Jianzhong. Development of verbal and non-verbal thinking: A review and re-analysis of studies in children of six nationalities on the Qinghai Plateau. Joensuu: Joensuun yliopisto, 1996.

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4

Serpell, Robert. Intellectual handicap in a cross-cultural perspective. Lusaka, Zambia: University of Zambia Press, 1997.

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5

Corinne, Kosmitzki, a cura di. Lives across cultures: Cross-cultural human development. 2^a ed. Boston: Allyn and Bacon, 2002.

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D, Mutter Jay, e Kosmitzki Corinne, a cura di. Lives across cultures: Cross-cultural human development. Boston: Allyn and Bacon, 1998.

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Corinne, Kosmitzki, a cura di. Lives across cultures: Cross-cultural human development. 3^a ed. Boston: Allyn and Bacon, 2005.

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Corinne, Kosmitzki, a cura di. Lives across cultures: Cross-cultural human development. 4^a ed. Boston: Pearson A and B, 2008.

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Mentality and thought: North, south, east and west. Køge, Denmark: Copenhagen Business School Press, 2010.

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Understanding nationalism: On narrative, cognitive science, and identity. Columbus: Ohio State University Press, 2009.

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Più fonti

Capitoli di libri sul tema "Cognition Cross-cultural studies"

1

Verma, Gajendra K., e Kanka Mallick. "Problems in Cross-cultural Research". In Cross-Cultural Studies of Personality, Attitudes and Cognition, 96–107. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-08120-2_4.

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Kline, Paul. "The Cross-cultural Measurement of Personality". In Cross-Cultural Studies of Personality, Attitudes and Cognition, 3–40. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-08120-2_1.

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Irvine, Sid H., Aubrey Schoeman e Willie Prinsloo. "Putting Cognitive Theory to the Test: Group Testing Reassessed Using the Cross-cultural Method". In Cross-Cultural Studies of Personality, Attitudes and Cognition, 41–59. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-08120-2_2.

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Triandis, Harry. "Collectivism v. Individualism: A Reconceptualisation of a Basic Concept in Cross-cultural Social Psychology". In Cross-Cultural Studies of Personality, Attitudes and Cognition, 60–95. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-08120-2_3.

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Berry, John W. "Cognitive and Social Factors in Psychological Adaptation to Acculturation Among the James Bay Cree". In Cross-Cultural Studies of Personality, Attitudes and Cognition, 111–42. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-08120-2_5.

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Bagley, Christopher. "Cognitive Style and Cultural Adaptation in Blackfoot, Japanese, Jamaican, Italian and Anglo-Celtic Children in Canada". In Cross-Cultural Studies of Personality, Attitudes and Cognition, 143–59. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-08120-2_6.

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Shand, Nancy, Yorio Kosawa e Paul Decelles. "Prenatal Cognitive Measures and Maternal Physical Contact in Japan and America". In Cross-Cultural Studies of Personality, Attitudes and Cognition, 160–84. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-08120-2_7.

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Biesheuvel, Simon. "A Model for Preschool Education of Environmentally Disadvantaged Children in a Divided Society". In Cross-Cultural Studies of Personality, Attitudes and Cognition, 185–205. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-08120-2_8.

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Yang, Wenhui. "News Discourse and Cognitive Studies". In A Cross-Cultural Study of Commercial Media Discourses, 9–50. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8617-0_2.

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Christensen, Bo T., e Linden J. Ball. "Fluctuating Epistemic Uncertainty in a Design Team as a Metacognitive Driver for Creative Cognitive Processes". In Analysing Design Thinking: Studies of Cross-Cultural Co-Creation, 249–69. Leiden,The Netherlands : CRC Press/Balkema, [2017]: CRC Press, 2017. http://dx.doi.org/10.1201/9781315208169-14.

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Atti di convegni sul tema "Cognition Cross-cultural studies"

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Uçak, Olcay. "Towards a Single Culture in Cross-Cultural Communication: Digital Culture". In COMMUNICATION AND TECHNOLOGY CONGRESS. ISTANBUL AYDIN UNIVERSITY, 2021. http://dx.doi.org/10.17932/ctcspc.21/ctc21.007.

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Abstract (sommario):

Culture is a multifaceted, complex process which consists of knowledge, art, morals, customs, skills and habits. Based on this point of view of Tylor, we can say that the culture is the human in the society, his learning styles and the technical or artistic products that originate from these learning styles, in other words, the content. In antropology it is argued that when the concept of culture is considered as a component in a social system, the combination of the social and cultural areas form the socio-cultural system. Approaches that handle culture within the socio-cultural system are functionalism (Malinowski), structural-functionalism (Radliffe-Brown), historical-extensionist (Kluckhohn, Krober), environmental adaptive (White), while the approaches that treat culture as a system of thought are cognitive (Goodenough), structural (Levi Strauss) and symbolic (Geertz) approaches. In addition to these approaches that evaluate cultures specific to communities, another definition is made according to the learning time: Margeret Mead, Cofigurative Culture. In order to evaluate today’s societies in terms of culture, we are observing a new culture which has cofigurative features under the influence of convergent technologies (mobile, cloud technology, robots, virtual reality): Digital Culture. This study aims to discuss the characteristics of the digital culture, which is observed after the theoretic approaches that define different cultures in cross-cultural communication (Hofstede’s Cultural Dimension and Cofigurative Culture) and called as network society by Manual Castells and accelerated during the Covid19 pandemic, in other words the common communication culture. Common cultural features will be studied through methods of semiology and text analysis upon digital contents which are starting to take hold of cross-cultural communication, a comparison between cross-cultural communication and communicative ecology will be made, the alteration in the cultural features of the society will be examined via visual and written findings obtained.

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