Search results for 'Enculturation' (try it on Scholar)

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  1. Charles D. Laughlin (1991). Pre- and Perinatal Brain Development and Enculturation. Human Nature 2 (3):171-213.score: 24.0
    Ample evidence from various quarters indicates that the perceptual-cognitive competence of the pre- and perinatal human being is significantly greater than was once thought. Some of the evidence of this emerging picture of early competence is reviewed, and its importance both as evidence of the biogenetic structural concept of “neurognosis” and for a theory of enculturation is discussed. The literature of pre- and perinatal psychology, especially that of developmental neuropsychology, psychobiology, and social psychophysiology, is incorporated, and some of the (...)
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  2. Penelope G. Vinden (2004). In Defense of Enculturation. Behavioral and Brain Sciences 27 (1):127-128.score: 18.0
    Carpendale & Lewis (C&L) view enculturation as the internalization of cultural concepts given in social interactions. They claim that enculturation implies relativism and fails to take into account both the constructive activity of the child and the gradual nature of development. Their view is contrasted with the notion of the child as both enculturated and enculturing throughout the course of development.
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  3. Robert Augros & George Stanciu (1991). Competition and the Enculturation of Science. World Futures 31 (2):85-94.score: 15.0
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  4. Yasuaki Nara (forthcoming). May the Deceased Get Enlightenment! An Aspect of the Enculturation of Buddhism in Japan. Buddhist-Christian Studies.score: 15.0
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  5. Roger Ivar Lohmann (2000). The Role of Dreams in Religious Enculturation Among the Asabano of Papua New Guinea. Ethos 28 (1):75-102.score: 15.0
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  6. Kim A. Bard & Kathryn H. Gardner (1996). Influences on Development in Infant Chimpanzees: Enculturation, Temperament, and Cognition. In A. Russon, Kim A. Bard & S. Parkers (eds.), Reaching Into Thought: The Minds of the Great Apes. Cambridge University Press. 235--256.score: 15.0
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  7. Erin E. Hannon & Laurel J. Trainor (2007). Music Acquisition: Effects of Enculturation and Formal Training on Development. Trends in Cognitive Sciences 11 (11):466-472.score: 15.0
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  8. Predrag Režan (2008). The Enculturation Argument as a Contribution to the Cherishing of Tolerance. Filozofska Istrazivanja 28 (1):125-136.score: 15.0
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  9. Ronald P. Rohner (1976). Sex Differences in Aggression: Phylogenetic and Enculturation Perspectives. Ethos 4 (1):57-72.score: 15.0
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  10. John R. Scudder (1985). Meaning, Dialogue, and Enculturation: Phenomenological Philosophy of Education. University Press of America.score: 15.0
  11. Robert Carson & Stuart Rowlands (2005). Mechanics as the Logical Point of Entry for the Enculturation Into Scientific Thinking. Science and Education 14 (3-5):473-492.score: 15.0
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  12. Cindy Dell Clark (2005). Tricks of Festival: Children, Enculturation, and American Halloween. Ethos 33 (2):180-205.score: 15.0
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  13. Ho-Ying Fu (1997). The Social Cognitive Mediation of Multiple Enculturation. Cognition 17:289-302.score: 15.0
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  14. James W. Garrison (1987). Meaning, Dialogue, and Enculturation. Educational Theory 37 (4):487-492.score: 15.0
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  15. Trevor Hogan (2003). `Nature Strip': Australian Suburbia and the Enculturation of Nature. Thesis Eleven 74 (1):54-75.score: 15.0
    Australia is a suburban nation, with 85 percent of the 20 million people clinging to the coastal fringes of the world's largest island and oldest continent. This article explores Australian suburbia as the `third space' that mediates urbanism to `nature'. It draws on the thought of George Seddon, an important initiator of ecological history, regional geography and sub/urban politics in Australia. Seddon's insights on Australian ecosystems and Australian interpretations, namings, perceptions and shapings of their natural environment since the beginning of (...)
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  16. Andrew Whiten (1993). Human Enculturation, Chimpanzee Enculturation (?) and the Nature of Imitation. Behavioral and Brain Sciences 16 (3):538.score: 15.0
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  17. Robert Welsh Jordan (1974). Intentionality in General. Research in Phenomenology 4 (1):7-12.score: 6.0
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  18. Peter Woelert (2012). Idealization and External Symbolic Storage: The Epistemic and Technical Dimensions of Theoretic Cognition. Phenomenology and the Cognitive Sciences 11 (3):335-366.score: 6.0
    This paper explores some of the constructive dimensions and specifics of human theoretic cognition, combining perspectives from (Husserlian) genetic phenomenology and distributed cognition approaches. I further consult recent psychological research concerning spatial and numerical cognition. The focus is on the nexus between the theoretic development of abstract, idealized geometrical and mathematical notions of space and the development and effective use of environmental cognitive support systems. In my discussion, I show that the evolution of the theoretic cognition of space apparently follows (...)
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  19. Stephanie M. Stalinski & E. Glenn Schellenberg (2012). Music Cognition: A Developmental Perspective. Topics in Cognitive Science 4 (4):485-497.score: 6.0
    Although music is universal, there is a great deal of cultural variability in music structures. Nevertheless, some aspects of music processing generalize across cultures, whereas others rely heavily on the listening environment. Here, we discuss the development of musical knowledge, focusing on four themes: (a) capabilities that are present early in development; (b) culture-general and culture-specific aspects of pitch and rhythm processing; (c) age-related changes in pitch perception; and (d) developmental changes in how listeners perceive emotion in music.
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  20. Josep Call (2009). Contrasting the Social Cognition of Humans and Nonhuman Apes: The Shared Intentionality Hypothesis. Topics in Cognitive Science 1 (2):368-379.score: 6.0
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  21. Paula Virtala, Minna Huotilainen, Eino Partanen, Vineta Fellman & Mari Tervaniemi (2013). Newborn Infants' Auditory System is Sensitive to Western Music Chord Categories. Frontiers in Psychology 4.score: 6.0
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  22. Edwin Hutchins (2011). Enculturating the Supersized Mind. [REVIEW] Philosophical Studies 152 (3):437 - 446.score: 5.0
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  23. Matthias Rehm, Yukiko Nakano, Elisabeth André & Toyoaki Nishida (2009). Enculturating Human–Computer Interaction. AI and Society 24 (3):209-211.score: 5.0
  24. H. Lyn Miles, Robert W. Mitchell & Stephen E. Harper (1996). Simon Says: The Development of Imitation in an Enculturated Orangutan. In A. Russon, Kim A. Bard & S. Parkers (eds.), Reaching Into Thought: The Minds of the Great Apes. Cambridge University Press. 278--299.score: 5.0
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  25. Juan Carlos Gómez (1993). Agents, Intentions and Enculturated Apes. Behavioral and Brain Sciences 16 (3):520.score: 5.0
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  26. Bettina Hannover & Ulrich Kühnen (2007). I-SELF: A Connectionist Model of the Self or Just a General Learing Model? Comment on "Connectionism and Self: James, Mead, and the Stream of Enculturated Consciousness" by Kashima Et Al. Psychological Inquiry 18 (2):102-107.score: 5.0
  27. H. H. Huang, A. Cerekovic, I. S. Pandzic, Y. Nakano & T. Nishida (2009). Enculturating Human-Computer Interaction. AI and Society 24:225-235.score: 5.0
  28. Yoshihisa Kashima, Aparna Kanakatte Gurumurthy, Lucette Ouschan, Trevor Chong & Jason Mattingley (2007). Connectionism and Self: James, Mead, and the Stream of Enculturated Consciousness. Psychological Inquiry 18 (2):73-96.score: 5.0
  29. Kim Sterelny, Review Genes, Memes and Human History.score: 3.0
    Archaeology, of all the human sciences, can dodge this problem the least, and the great virtue of Shennan’s Genes, Memes and Human History is that he confronts it directly. For though humans are now both cultural and ecological beings, it was not always so. Once our hominid ancestors had a social organisation and a material culture roughly equivalent to that of today’s chimpanzees. Chimps are not encultured in the sense that we are encultured: their social life and their ecology does (...)
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  30. William C. Wimsatt (2006). Generative Entrenchment and an Evolutionary Developmental Biology for Culture. Behavioral and Brain Sciences 29 (4):364-366.score: 3.0
    Mesoudi et al.'s new synthesis for cultural evolution closely parallels the evolutionary synthesis of Neo-Darwinism. It too draws inspiration from population genetics, recruits other fields, and, unfortunately, also ignores development. Enculturation involves many serially acquired skills and dependencies that allow us to build a rich cumulative culture. The newer synthesis, evolutionary developmental biology, provides a key tool, generative entrenchment, to analyze them. (Published Online November 9 2006).
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  31. Jeremy I. M. Carpendale & Charlie Lewis (2004). Constructing an Understanding of Mind: The Development of Children's Social Understanding Within Social Interaction. Behavioral and Brain Sciences 27 (1):79-96.score: 3.0
    Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding occurs within triadic interaction involving the child's experience of the world as well as communicative interaction with others (...)
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  32. Dair L. Gillespie & Ann Leffler (1983). Theories of Nonverbal Behavior: A Critical Review of Proxemics Research. Sociological Theory 1:120-154.score: 3.0
    This chapter reviews developments and difficulties in the nonverbal behavior literature. Despite the atheoretical bias of the discipline, four implicit models may be found there-the ethological, the enculturation, the internal states, and the situational resource models. After reviewing research based on these models, we conclude that the situational resource paradigm has much to offer nonverbal theorizing.
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  33. Michael David Kirchhoff (2012). Extended Cognition and Fixed Properties: Steps to a Third-Wave Version of Extended Cognition. [REVIEW] Phenomenology and the Cognitive Sciences 11 (2):287-308.score: 3.0
    This paper explores several paths a distinctive third wave of extended cognition might take. In so doing, I address a couple of shortcomings of first- and second-wave extended cognition associated with a tendency to conceive of the properties of internal and external processes as fixed and non-interchangeable. First, in the domain of cognitive transformation, I argue that a problematic tendency of the complementarity model is that it presupposes that socio-cultural resources augment but do not significantly transform the brain’s representational capacities (...)
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  34. Marina F. Bykova (2008). Bildung in Hegel's Phenomenology of Spirit. Proceedings of the Xxii World Congress of Philosophy 20:17-25.score: 3.0
    The paper focuses on Hegel’s concept of Bildung and its significance for his account of the concrete subjectivity. It is pointed out that it would be a misinterpretation of Hegel's account of Bildung to reduce it either to a merely individual intellectual event (education, narrowly construed) or to economic production. In Hegel, Bildung is a real historical process that takes place within the life of any individual, any culture and (in principle) even the human race. That is a concrete universal (...)
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  35. Keping Wang (2009). Plato's Poetic Wisdom in the Myth of Er. Frontiers of Philosophy in China 4 (2):282-293.score: 3.0
    The interlink between myth and wisdom in Hellenic heritage is characteristically embodied in the Platonic philosophizing as regards the education and enculturation of the human psyche. As is read in the end of The Republic , the myth of Er turns out to be a philosophical rewriting of poetry to a large degree. For it engagingly reveals Plato’s moral inculcation, philosophical instruction and poetic wisdom in particular, all of which are intended to guide human conduct along the right track (...)
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  36. Roland Pierik (2005). Conceptualizing Cultural Groups and Cultural Difference: The Social Mechanism-Approach. Ethnicities 4 (4):523-544.score: 3.0
    The aim of this article is to present a conceptualization of cultural groups and cultural difference that provides a middle course between the Scylla of essentialism and the Charybdis of reductionism. The method I employ is the social mechanism approach. I argue that cultural groups and cultural difference should be understood as the result of cognitive and social processes of categorization. I describe two such processes in particular: categorization by others and self- categorization. Categorization by others is caused by processes (...)
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  37. Mark Collier (2013). The Humean Approach to Moral Diversity. Journal of Scottish Philosophy 11 (1):41-52.score: 3.0
    In ‘A Dialogue’, Hume offers an important reply to the moral skeptic. Skeptics traditionally point to instances of moral diversity in support of the claim that our core values are fixed by enculturation. Hume argues that the skeptic exaggerates the amount of variation in moral codes, however, and fails to adopt an indulgent stance toward attitudes different from ours. Hume proposes a charitable interpretation of moral disagreement, moreover, which traces it back to shared principles of human nature. Contemporary philosophers (...)
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  38. Hans Radder (1992). Experimental Reproducibility and the Experimenters' Regress. PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association 1992:63 - 73.score: 3.0
    In his influential book, "Changing Order", H.M. Collins puts forward the following three claims concerning experimental replication. (i) Replication is rarely practiced by experimentalists; (ii) replication cannot be used as an objective test of scientific knowledge claims, because of the occurrence of the so-called experimenters' regress; and (iii) stopping this regress at some point depends upon the enculturation in a local community of practitioners, who tacitly learn the relevant skills. In my paper I discuss and assess these claims on (...)
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  39. M. Tomasello (2011). Ernst von Glasersfeld: Some “Partial Memories”. Constructivist Foundations 6 (2):164-165.score: 3.0
    Upshot: Michael Tomasello is Director of the Department of Developmental and Comparative Psychology and Co-Director of the Max Planck Institute for Evolutionary Anthropology in Leipzig. He completed his PhD with Ernst as his supervisor in 1980. In his reminiscence essay he describes the “total enculturation” he experienced on encountering Ernst von Glasersfeld.
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  40. Maughn Gregory (2000). Care as a Goal of Democratic Education. Journal of Moral Education 29 (4):445-461.score: 3.0
    In this article I present behavioural analyses of particular constructions of democracy and the ethic of care, in order to determine whether care is a democratic virtue. I analyse Carol Gilligan's concept of care as a complex of six virtues or behavioural dispositions: acquaintance, mindfulness, moral imagining, solidarity, tolerance and self-care. I then describe democracy in terms of two divergent but compatible sets of practices: social non-interference and social co-operation. These behavioural analyses lead me to conclude that certain behavioural habits (...)
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  41. John Barresi & Chris Moore (2004). Even an “Epistemic Triangle” has Three Sides. Behavioral and Brain Sciences 27 (1):98-99.score: 3.0
    By focusing primarily on communication between adult and child and on adult-set criteria for appropriate action, Carpendale & Lewis's (C&L's) account of the development of social understanding in the epistemic triangle tends toward an enculturation view, while diminishing the role of individuals. What their proposed mechanism fails to acknowledge is that the two agents in the epistemic triangle necessarily have independent perspectives of the object and of each other.
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  42. Kristen Gillespie-Lynch, Patricia M. Greenfield, Yunping Feng, Sue Savage-Rumbaugh & Heidi Lyn (2013). A Cross-Species Study of Gesture and Its Role in Symbolic Development: Implications for the Gestural Theory of Language Evolution. Frontiers in Psychology 4.score: 3.0
    Using a naturalistic video database, we examined whether gestures scaffolded the symbolic development of a language-enculturated chimpanzee, a language-enculturated bonobo, and a human child during the second year of life. These three species constitute a complete clade: species possessing a common immediate ancestor. A basic finding was the functional and formal similarity of many gestures between chimpanzee, bonobo, and human child. The child’s symbols were spoken words; the apes’ symbols were lexigrams, noniconic visual signifiers. A developmental pattern in which gestural (...)
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  43. Wang Keping (2009). Plato's Poetic Wisdom in the Myth of Er. Frontiers of Philosophy in China 4 (2):282 - 293.score: 3.0
    The interlink between myth and wisdom in Hellenic heritage is characteristically embodied in the Platonic philosophizing as regards the education and enculturation of the human psyche. As is read in the end of The Republic, the myth of Er turns out to be a philosophical rewriting of poetry to a large degree. For it engagingly reveals Plato's moral inculcation, philosophical instruction and poetic wisdom in particular, all of which are intended to guide human conduct along the right track for (...)
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  44. Naomi Zack (2009). No More Mothers? Social Philosophy Today 25:17-30.score: 3.0
    The role of motherhood was attenuated over the second half of the twentieth century, by literal and metaphorical factors: Privileged women gained control over their reproduction and developed non-mothering life priorities; government and society became less nurturing in public ideals; projects of spontaneous speciation began in biology; the environment became unsustaining. In addition, feminist criticism resulted in greater individuation between the persons of mothers and their children. With these changes, the role of motherhood lacks a positive identity, culturally and psychically. (...)
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  45. Michael Siegal & Rosemary Varley (2008). If We Could Talk to the Animals. Behavioral and Brain Sciences 31 (2):146-147.score: 3.0
    The thesis of discontinuity between humans and nonhumans requires evidence from formal reasoning tasks that rules out solutions based on associative strategies. However, insightful problem solving can be often credited through talking to humans, but not to nonhumans. We note the paradox of assuming that reasoning is orthogonal to language and enculturation while employing the criterion of using language to compare what humans and nonhumans know.
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  46. Anju Aggarwal (2008). Kwame Nkrumah. Proceedings of the Xxii World Congress of Philosophy 28:5-11.score: 3.0
    African philosophy in the twentieth century is largely the work of African intellectuals under the influence of philosophical traditions from the colonial countries. Among them are few names such as Amilcar Cabral, Franz Fanon, Kwame Nkrumah, and Julius Nyerere etc. This paper is an attempt to analyze the politicalphilosophy of Nkrumah, first President of Republic of Ghana in West Africa. The paper argues that from the African political and economic point of view Nkrumah advocated a socialist system created out of (...)
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  47. Gavin M. Bidelman (2013). The Role of the Auditory Brainstem in Processing Musically Relevant Pitch. Frontiers in Psychology 4.score: 3.0
    Neuroimaging work has shed light on the cerebral architecture involved in processing the melodic and harmonic aspects of music. Here, recent evidence is reviewed illustrating that subcortical auditory structures contribute to the early formation and processing of musically-relevant pitch. Electrophysiological recordings from the human brainstem and population responses from the auditory nerve reveal that nascent features of tonal music (e.g., consonance/dissonance, pitch salience, harmonic sonority) are evident at early, subcortical levels of the auditory pathway. The salience and harmonicity of brainstem (...)
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  48. Douglas P. Newton (1999). Knowing What Counts as Understanding in Different Disciplines: Some 10-Year-Old Children's Conceptions. Educational Studies 25 (1):35-54.score: 3.0
    Understanding is not of the same kind in all contexts. Children learn the kind of understanding that is appropriate in particular contexts largely through a process of enculturation. This study examines some aspects of 10-year-old children's conceptions of understanding. There was evidence that they had admissible conceptions of understanding in general but may be unable to distinguish unaided between the kinds of understanding that are relevant in different disciplines. An explicit attention to enculturation in lesson plans may be (...)
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  49. David Nikkel (2006). Discerning the Spirits of Modernity and Postmodernity. Tradition and Discovery 33 (1):8-26.score: 3.0
    I characterize controlling pictures or assumptions and concomitants of first modemity and then postmodernity. In brief, these assumptions are the possibility of absolute transcendence of one’s body, language, and culture versus the inescapability of some immanence in the same, of standing in the world. I trace the historical trajectory of the modem spirit and conclude that the move from modernity to postmodemity has been a long, gradual one that continues today. Modern thought increasingly recognized the historical relativity and conditionedness of (...)
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  50. Shinae Won (2008). John D. Caputo's Undecidability and Flux Model for Korean Christian Educators. Proceedings of the Xxii World Congress of Philosophy 24:53-61.score: 3.0
    The goal of this thesis is to undo those assumptions about understanding and the doxastic and social relationships that are concomitant with those assumptions, while offering a different way of construing understanding that is conducive to allowing Christian religious educators to move forward in their work, especially as that work concerns intergenerational strife. This rewriting of our notions of understanding and relationship will be in a direction wherein thedistinctions between faith, knowledge, self-understanding, enculturation, and ethical choice are blurred. Accordingly, (...)
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