Refining our understanding of the influence of culture on human development: A situated cognition approach
DOI:
https://doi.org/10.24193/subbpsyped.2023.2.05Keywords:
culture; human development; situated cognition; parental beliefs; cultural modelsAbstract
In the present paper, we discuss the theoretical and methodological benefits of refining the current models which are focused on the influence of culture on human development based on theoretical models and empirical findings which stem from the situated cognition approach on culture. Firstly, to illustrate the current approach on culture and human development, we review the Ecocultural Model of Development, which focuses on the manner in which caregivers’ cultural models are associated with their parental beliefs (i.e., socialization goals and parental ethnotheories), their parental practices and ultimately with the child’s development. Secondly, we explore two models based on a situated cognition approach: the Cultural Task analysis model and the Culture as Situated Cognition approach. Based on the assumptions of these models and findings from our own lab, we discuss how we can theoretically refine current models which focus on the influence of culture on human development, and what methodological approaches these refinements can lead us to. In the paper we also outline several avenues for future research that stem from the reconceptualization of the influence of culture on human development, from a situated cognition perspective.
ZUSAMMENNFASSUNG. In dem vorliegenden Aufsatz werden wir die theoretischen und methodologischen Vorteile der Verfeinerung der gegenwärtigen Modelle erörtern, die sich auf den Einfluss von Kultur auf die menschliche Entwicklung konzentrieren, basierend auf Erkenntnissen, die aus dem Ansatz der situierten Kognition zur Kultur stammen. Zunächst werden wir zur Veranschaulichung des aktuellen Ansatzes zur Kultur und menschlichen Entwicklung das Ökokulturelle Entwicklungsmodell erörtern, das sich darauf konzentriert, wie kulturelle Modelle der Betreuungspersonen mit ihren elterlichen Überzeugungen, einschließlich Sozialisationsziele und elterliche Ethnotheorien, ihren elterlichen Praktiken und letztendlich mit der kindlichen Entwicklung verknüpft sind. Zweitens werden wir zwei Modelle erörtern, die auf einem Ansatz zur situierten Kognition beruhen: das Modell der kulturellen Aufgabenanalyse und den Ansatz 'Kultur als situierte Kognition'. Basierend auf den Annahmen dieser Modelle und den Ergebnissen aus unserem eigenen Forschungslabor werden wir erörtern, wie wir theoretisch bestehende Modelle verbessern können, die sich auf den Einfluss von Kultur auf die menschliche Entwicklung konzentrieren, und welche methodischen Ansätze uns diese Verfeinerungen ermöglichen können. In der Arbeit hervorheben wir außerdem mehrere Ansätze für zukünftige Forschung, die sich aus der Neukonzeption des Einflusses von Kultur auf die menschliche Entwicklung aus einer Perspektive der situierten Kognition ergeben.
Schlüsselwörter: Kultur; menschliche Entwicklung; situierte Kognition; elterliche Überzeugungen; kulturelle Modelle
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