Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-q99xh Total loading time: 0 Render date: 2024-12-26T14:33:53.807Z Has data issue: false hasContentIssue false

Cognition

from Part II - Teaching across the Psychology Curriculum

Published online by Cambridge University Press:  30 March 2018

Kenneth D. Keith
Affiliation:
University of San Diego
Get access

Summary

Although it may not appear in psychology courses as frequently as it could, the concept of ethnocentrism is an important, if often unrecognized, aspect of human behavior. Ethnocentrism is likely universal, existing, as numerous writers have observed, like the water surrounding a fish; the fish does not realize it is viewing the world through water, because it has never seen the world any other way. As teachers, a part of our role is to expand our students’ horizons, to provide new experiences, and to offer new perspectives. If some of those experiences can open new cultural vistas, they have potential to change lives.
Type
Chapter
Information
Culture across the Curriculum
A Psychology Teacher's Handbook
, pp. 263 - 338
Publisher: Cambridge University Press
Print publication year: 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Berry, J. W. (1993). An ecological approach to understanding cognition across cultures. In Altarriba, J. (Ed.), Cognition and culture: A cross-cultural approach to cognitive psychology (Vol. 103, pp. 361375). Amsterdam, The Netherlands: North Holland/Elsevier Science.Google Scholar
Bradway, P. A., & Atchley, S. (2008). The contact hypothesis: Interviewing across cultures. In Benjamin, L.T. Jr. (Ed.), Favorite activities for the teaching of psychology. Washington, DC: American Psychological Association.Google Scholar
Cole, M., & Packer, M. (2011). Culture and cognition. In Keith, K. D. (Ed.), Cross-cultural psychology: Contemporary themes and perspectives (pp. 133159). Chichester: Wiley-Blackwell.Google Scholar
Goldstein, S. (2016). Cross-cultural explorations: Activities in culture and psychology. New York, NY: Routledge.Google Scholar
Heine, S. (2011). Cultural psychology (2nd ed.). New York, NY: W. W. Norton.Google Scholar

References

Ambady, N., & Bharucha, J. (2009). Culture and the brain. Current Directions in Psychological Science, 18, 342345. doi:10.1111/j.1467-8721.2009.01664.xGoogle Scholar
Anderson, S. L., & Miller, R. L. (2011). Engaging students in cross-cultural psychology. In Miller, R. L., Balcetis, E., Burns, S. R., Daniel, D. B., Saville, B. K., & Woody, W. D. (Eds.), Promoting student engagement (Vol. 2, pp. 914). Retrieved from the Society for the Teaching of Psychology, http://teachpsych.org/ebooks/pse2011/index.phpGoogle Scholar
Axtell, R. E. (Ed.). (1993). Do’s and taboos around the world (3rd ed.). New York, NY: Wiley.Google Scholar
Bartolini, L., Gharib, A., & Phillips, W. (2009). Internationalizing psychology courses. In Meyers, S. A. & Stowell, J. R. (Eds.), Essays from e-xcellence in teaching (Vol. 9, pp. 1116). Retrieved from http://teachpsych.org/ebooks/eit2009/index.phpGoogle Scholar
Bialystok, E. (2011). Coordination of executive functions in monolingual and bilingual children. Journal of Experimental Child Psychology, 110, 461468. doi:10.1016/j.jecp.2011.05.005Google Scholar
Bialystok, E., Craik, F. I. M., Klein, R., & Viswanathan, M. (2004). Bilingualism, aging, and cognitive control: Evidence from the Simon Task. Psychology and Aging, 19, 290303. doi:10.1037/0882–7974.19.2.290Google Scholar
Boduroglu, A., Shah, P., & Nisbett, R. E. (2009). Cultural differences in allocation of attention in visual information processing. Journal of Cross-Cultural Psychology, 40, 349360. doi:10.1177/0022022108331005CrossRefGoogle ScholarPubMed
Bradway, P. A., & Atchley, S. (2008). The contact hypothesis: Interviewing across cultures. In Benjamin, L. T. Jr. (Ed.), Favorite activities for the teaching of psychology. Washington, DC: American Psychological Association.Google Scholar
Brown, R., & Kulik, J. (1977). Flashbulb memories. Cognition, 5, 7399. doi: 10.1016/0010-0277(77)90018-XGoogle Scholar
Cantlon, J. F., & Brannon, E. M. (2007). Adding up the effects of cultural experience on the brain. Trends in Cognitive Sciences, 11, 14. doi:10.1016/j.tics.2006.10.008Google Scholar
Cathey, C., & Ross, A. S. (2011). Teaching about diversity: Activities that promote student engagement. In Miller, R. L., Balcetis, E., Burns, S. R., Daniel, D. B., Saville, B. K., & Woody, W. D. (Eds.), Promoting student engagement (Vol. 2, pp. 914). Retrieved from the Society for the Teaching of Psychology, http://teachpsych.org/ebooks/pse2011/index.phpGoogle Scholar
Clump, M. A. (2006). An active learning classroom activity for the “cocktail party phenomenon.” Teaching of Psychology, 33, 5153. doi:10.1207/s15328023top3301_9Google Scholar
Conway, M. A., Wang, Q., Hanyu, K., & Haque, S. (2005). A cross-cultural investigation of autobiographical memory on the universality and cultural variation of the reminiscence bump. Journal of Cross-Cultural Psychology, 36(6), 739749. doi:10.1177/0022022105280512Google Scholar
Davis, C. M., & Carlson, J. A. (1970). A cross-cultural study of the strength of the Muller-Lyer illusion as a function of attentional factors. Journal of Personality and Social Psychology, 16, 403410. doi:10.1037/h0030052Google Scholar
de Groot, A. M. B. (2011). Language and cognition in bilinguals and multilinguals: An introduction. New York, NY: Psychology Press.Google Scholar
Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012) Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in Psychology, 3, 429. doi:10.3389/fpsyg.2012.00429CrossRefGoogle ScholarPubMed
Elicker, J. D., Snell, A. F., & O’Malley, A. L. (2009). Do student perceptions of diversity emphasis relate to perceived learning of psychology? Teaching of Psychology, 37, 3640. doi:10.1080/00986280903425706Google Scholar
Fernald, A., Marchman, V. A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16, 234248. doi:10.1111/desc.12019Google Scholar
Flaherty, M., & Moran, A. (2005). Articulatory suppression in bilingual and second language speakers. International Journal of Cognitive Technology, 10, 3846.Google Scholar
Foer, J. (2011, February 11). Secrets of a mind-gamer: How I trained my brain and became a world-class memory athlete. Retrieved from www.nytimes.com/interactive/2011/02/20/magazine/mind-secrets.html?_r=0Google Scholar
Fuentes, M. A., & Shannon, C. R. (2016). The state of multiculturalism and diversity in undergraduate psychology training. Teaching of Psychology, 43, 197203. doi:10.1177/0098628316649315Google Scholar
Ganske, K. H., & Hebl, M. R. (2001). Once upon a time there was a math contest: Gender stereotyping and memory. Teaching of Psychology, 28, 266268. doi:10.1207/S15328023TOP2804_07Google Scholar
Goldstein, S. (2016). Cross-cultural explorations: Activities in culture and psychology. New York, NY: Routledge.Google Scholar
Goto, S. G., Anduo, Y., Huan, C., Yee, A., & Lewis, R. S. (2010). Cultural differences in the visual processing of meaning: Detecting incongruities between background and foreground objects using the N400. SCAN, 5, 242253. doi:10.1093/scan/nsp038Google ScholarPubMed
Greenwald, A. G., McGhee, D. E., & Schwartz, J. L. K. (1998). Measuring individual differences in implicit cognition: The Implicit Association Test. Journal of Personality and Social Psychology, 74, 14641480. doi: 10.1037/0022-3514.746.1464Google Scholar
Griggs, R. A., & Bates, S. C. (2014). Topical coverage in introductory psychology textbooks versus lectures. Teaching of Psychology, 41, 144147. doi:10.1177/0098628314530347CrossRefGoogle Scholar
Griggs, R. A., & Jackson, S. L. (2013). Introductory psychology textbooks: An objective analysis update. Teaching of Psychology, 40, 163168. doi:10.1177/0098628313487455Google Scholar
Gutchess, A. H., Welsh, R. C., Boduroĝlu, A., & Park, D. C. (2006). Cultural differences in neural function associated with object processing. Cognitive, Affective, & Behavioral Neuroscience, 6(2), 102109. doi:10.3758/CABN.6.2.102Google Scholar
Hackman, D. A., & Farah, M. J. (2009). Socioeconomic status and the developing brain. Trends in Cognitive Sciences, 13(2), 6573. doi:10.1016/j.tics.2008.11.003CrossRefGoogle ScholarPubMed
Hedden, T., Ketay, S., Aron, A., Markus, H. R., & Gabrieli, J. D. (2008). Cultural influences on neural substrates of attentional control. Psychological Science, 19, 1217. doi:10.1111/j.1467-9280.2008.02038.xGoogle Scholar
Hess, T. M., Auman, C., Colcombe, S. J., & Rahhal, T. A. (2003). The impact of stereotype threat on age differences in memory performance. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 58(1), P3–P11. doi:10.1093/geronb/58.1.P3Google Scholar
Hill, G. W. (1998). Nonverbal communication through gestures. Activities and videos for teaching cross-cultural issues in psychology. Society for the Teaching of Psychology (APA Division 2), Office of Teaching Resources in Psychology (OTRP). Retrieved from http://teachpsych.org/resources/Documents/otrp/resources/hill98activities.pdfGoogle Scholar
Hill, G. W. (2004). Cross-cultural verbal misunderstandings: Instructor’s manual with test bank for Matsumoto and Juang’s culture and psychology (3rd ed.). Belmont, CA: Wadsworth.Google Scholar
Homa, N., Hackathorn, J., Brown, C. M., Garczynski, A., Solomon, E. D., Tennial, R. … & Gurung, R. A. (2013). An analysis of learning objectives and content coverage in introductory psychology syllabi. Teaching of Psychology, 40, 169174. doi:10.1177/0098628313487456Google Scholar
Hoyert, M. S., & O’Dell, C. D. (2000). Examining memory phenomena through flashbulb memories. Teaching of Psychology, 27, 272273. doi:10.1207/S15328023TOP2704_06Google Scholar
Hunt, E., & Agnoli, F. (1991). The Whorfian hypothesis: A cognitive psychology perspective. Psychological Review, 98, 377. doi.10.1037/0033–295X.98.3.377Google Scholar
Hyde, J. S. (2005). The gender similarities hypothesis. American Psychologist, 60, 581592. doi:10.1037/0003-066X.60.6.581Google Scholar
Hyde, J. S., Fennema, E., & Lamon, S. (1990). Gender differences in mathematics performance: A meta-analysis. Psychological Bulletin, 107, 139155. doi:10.1037/0033-2909.107.2.139Google Scholar
Hyde, J. S., & Linn, M. C. (1988). Gender differences in verbal ability: A meta- analysis. Psychological Bulletin, 104, 5369.Google Scholar
Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A. B., & Williams, C. C. (2008). Gender similarities characterize math performance. Science, 321, 494495. doi: 10.1126/science.1160364.Google Scholar
Hyde, J. S., & Mertz, J. E. (2009). Gender, culture and mathematics performance. Proceedings of the National Academy of Sciences, 106(22), 88018807. doi:10.1126/science.1160364Google Scholar
Isaacs, E. B., Fischl, B. R., Quinn, B. T., Chong, W. K., Gadian, D. G., & Lucas, A. (2010). Impact of breast milk on intelligence quotient, brain size, and white matter development. Pediatric Research, 67, 357362. doi:10.1203/PDR.0b013e3181d026daCrossRefGoogle ScholarPubMed
Kim, H. S. (2002). We talk, therefore we think? A cultural analysis of the effect of talking on thinking. Journal of Personality and Social Psychology, 83, 828842. doi:10.1037//0022-3514.83.4.828CrossRefGoogle ScholarPubMed
Kluck, A. S. (2005). Integrating multiculturalism into the teaching of psychology: Why and how? In Zinn, T., Saville, B. K., & Williams, J. E. (Eds.), Essays from e-xcellence in teaching (Vol. 5). Retrieved from http://teachpsych.org/Resources/Documents/ebooks/eit2005.pdfGoogle Scholar
Kroll, J. F., Dussias, P. E., Bogulski, C. A., & Kroff, J. R. V. (2012). Juggling two languages in one mind: What bilinguals tell us about language processing and its consequences for cognition. In Ross, B. H. (Ed.), The psychology of learning and motivation (pp. 229262). San Diego, CA: Elsevier. doi:10.1016/B978-0-12-394393-4.00007-8Google Scholar
Levy, B., & Langer, E. (1994). Aging free from negative stereotypes: Successful memory in China and among the American deaf. Journal of Personality and Social Psychology, 66, 989997. doi:10.1037/0022-3514.66.6.989Google Scholar
Matsumoto, D. (2008). Some thoughts about teaching issues of culture in psychology. In Meyers, S. A. & Stowell, J. R. (Eds.), Essays from e-xcellence in teaching (Vol. 7, pp. 1417). Retrieved from http://teachpsych.org/ebooks/eit2007/index.phpGoogle Scholar
McCann, L. I., Immel, K. R., Kadah-Ammeter, T. L., & Adelson, S. K. (2016). The importance and interest of introductory psychology textbook topics student opinions at technical college, 2-, and 4-year institutions. Teaching of Psychology, 43, 215220. doi:10.1177/0098628316649477CrossRefGoogle Scholar
Mori, Y., & Shimizu, H. (2007). Japanese language students’ attitudes toward kanji and their perceptions on kanji learning strategies. Foreign Language Annals, 40, 472490. doi:10.1111/j.1944-9720.2007.tb02871.xGoogle Scholar
Norenzayan, A., Smith, E. E., Kim, B. J., & Nisbett, R. E. (2002). Cultural preferences for formal versus intuitive reasoning. Cognitive Science, 26, 653684. doi:10.1207/s15516709cog2605_4Google Scholar
Ocampo, C., Prieto, L. R., Whittlesey, V., Connor, J., Janco-Gidley, J., Mannix, S., & Sare, K. (2003). Diversity research in teaching of psychology: Summary and recommendations. Teaching of Psychology, 30, 518. doi:10.1207/S15328023TOP3001_02Google Scholar
Oppenheimer, J. (Director), Herzog, W. (Producer), & Morris, E. (Producer) (2012). The act of killing. Denmark: Final Cut for Real.Google Scholar
Pinker, S. (2016, August 12). AI won’t takeover the world, and what our fears of the robopocalypse reveal. Big Think. Retrieved from http://bigthink.com/videos/steven-pinker-on-artificial-intelligence-apocalypse?utm_campaign=Echobox&utm_medium=Social&utm_source=Facebook#link_time=1488405438Google Scholar
Ransdell, S., Barbier, M., & Niit, T. (2006). Metacognitions about language skill and working memory among monolingual and bilingual college students: When does multilingualism matter? International Journal of Bilingual Education and Bilingualism, 9(6), 728741. doi:10.2167/beb390.0Google Scholar
Richmond, A. S., Broussard, K., Shardy, J. C., Sanders, K. K., Sterns, J. L., & Lieberenz, S. K. (2015). Who are we studying? Sample diversity in teaching of psychology research. Teaching of Psychology, 42, 218226. doi:10.1177/0098628315587619CrossRefGoogle Scholar
Rominger, R., & Kolesar, A. (2008). Diversity related bibliography and resources. Retrieved from http://teachpsych.org/resources/Documents/otrp/resources/rominger08.pdfGoogle Scholar
Ropeik, D. (2011, March 9). Take the cultural cognition quiz. Psychology Today. Retrieved from www.psychologytoday.com/blog/how-risky-is-it-really/201103/take-the-cultural-cognition-quizGoogle Scholar
Spelke, E. S. (2005). Sex differences in intrinsic aptitude for mathematics and science? A critical review. American Psychologist, 60, 950958. doi:10.1037/0003-066X.60.9.950Google Scholar
Stiegler-Balfour, J. J. (2013). Memory. In Afful, S. E., Good, J. J., Keeley, J., Leder, S., & Stiegler-Balfour, J. J. (Eds.). Introductory psychology teaching primer: A guide for new teachers of Psych 101. Retrieved from the Society for the Teaching of Psychology, http://teachpsych.org/ebooks/intro2013/index.phpGoogle Scholar
Swinkels, A. (2003). An effective exercise for teaching cognitive heuristics. Teaching of Psychology, 30, 120122. doi:10.1207/S15328023TOP3002_08Google Scholar
Varnum, M. E., Grossmann, I., Kitayama, S., & Nisbett, R. E. (2010). The origin of cultural differences in cognition the social orientation hypothesis. Current Directions in Psychological Science, 19, 913. doi:10.1177/0963721409359301Google Scholar
Velayo, R. S. (2011). Internationalizing your psychology course. In Holmes, J., Baker, S. C., & Stowell, J. R. (Eds.), Essays from e-xcellence in teaching (Vol. 10, pp. 69). Retrieved from http://teachpsych.org/ebooks/eit2010/index.phpGoogle Scholar
Warren, C. S. (2006). Incorporating multiculturalism into undergraduate psychology courses: Three simple active learning activities. Teaching of Psychology, 33, 105109. doi:10.1207/s15328023top3302_5Google Scholar
Williams, R. L. (1975). Black Intelligence Test of Cultural Homogeneity: Manual of directions. St. Louis, MO: Williams.Google Scholar
Winerman, L. (2006). The culture-cognition connection. Monitor on Psychology, 37(2), 64. Retrieved from www.apa.org/monitor/feb06/connection.aspxGoogle Scholar
Zwebner, Y., Sellier, A. L., Rosenfeld, N., Goldenberg, J., & Mayo, R. (2017). We look like our names: The manifestation of name stereotypes in facial appearance. Journal of Personality and Social Psychology, 112, 527554. doi:10.1037/pspa0000076Google Scholar

References

Alea, N., & Wang, Q. (2015). Going global: The functions of autobiographical memory in cultural context. Memory, 23(1), 110. doi:10.1080/09658211.2014.972416Google Scholar
Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge: Cambridge University Press.Google Scholar
Conway, M., & Pleydell-Pearce, C. W. (2000). The construction of autobiographical memories in the self-memory system. Psychological Review, 107(2), 261288. doi:10.1037/0033-295X.107.2.261Google Scholar
Devos, T. (2006). Implicit bicultural identity among Mexican American and Asian American college students. Cultural Diversity and Ethnic Minority Psychology, 12, 381402. doi:10.1037/1099-9809.12.3.381Google Scholar
Endo, Y., & Meijer, Z. (2004) Autobiographical memory of success and failure experiences. In Kashima, Y., Endo, Y., Kashima, E. S., Leung, C., & McClure, J. (Eds.), Progress in Asian Social Psychology (Vol. 4, pp. 6784). Seoul, Korea: Kyoyook-Kwahak-Sa.Google Scholar
Han, J. J., Leichtman, M. D., & Wang, Q. (1998). Autobiographical memory in Korean, Chinese, and American children. Developmental Psychology, 34(4), 701713. doi:10.1037/0012-1649.34.4.701Google Scholar
Heine, S. J., & Hamamura, T. (2007). In search of East Asian self-enhancement. Personality & Social Psychology Review, 11, 427. doi:10.1177/1088868306294587Google Scholar
Heine, S. J., Lehman, D. R., Markus, H. R., & Kitayama, S. (1999). Is there a universal need for positive self-regard? Psychological Review, 106, 766794. doi:10.1037/0033-295X.106.4.766Google Scholar
Kitayama, S., Markus, H. R., Matsumoto, H., & Norasakkunkit, V. (1997). Individual and collective processes in the construction of the self: Self-enhancement in the United States and self-criticism in Japan. Journal of Personality and Social Psychology, 72, 12451267. doi:10.1037/0022-3514.72.6.1245CrossRefGoogle ScholarPubMed
Kulkofsky, S., Wang, Q., & Koh, J. B. K. (2009). Functions of memory sharing and mother-child reminiscing behaviors: Individual and cultural variations. Journal of Cognition and Development, 10, 92114. doi:10.1080/15248370903041231CrossRefGoogle Scholar
Miller, P. J., Wiley, A. R., Fung, H., & Liang, C. H. (1997). Personal storytelling as a medium of socialization in Chinese and American families. Child Development, 68, 557568. doi:10.2307/1131678Google Scholar
Mullen, M. K., & Yi, S. (1995). The cultural context of talk about the past: Implications for the development of autobiographical memory. Cognitive Development, 10, 407419. doi:10.1016/0885-2014(95)90004-7Google Scholar
Ochs, E., Smith, R., & Taylor, C. (1989). Detective stories at dinnertime: Problem solving through co-narration. Cultural Dynamics, 2, 238257. doi:10.1177/092137408900200206Google Scholar
Oishi, S. (2002). The experiencing and remembering of well-being: A cross-cultural analysis. Personality and Social Psychology Bulletin, 28, 13981406. doi:10.1177/014616702236871Google Scholar
Peterson, C., Wang, Q., & Hou, Y. (2009). “When I was little”: Childhood recollections in Chinese and European Canadian grade school children. Child Development, 80(2), 506518. doi:10.1111/j.1467-8624.2009.01275.xCrossRefGoogle ScholarPubMed
Ross, M., Heine, S. J., Wilson, A. E., & Sugimori, S. (2005). Cross-cultural discrepancies in self-appraisals. Personality and Social Psychology Bulletin, 31, 11751188. doi:10.1177/0146167204274080Google Scholar
Ross, M., & Wang, Q. (2010). Why we remember and what we remember: Culture and autobiographical memory. Perspectives on Psychological Science, 5(4), 401409. doi:10.1177/1745691610375555Google Scholar
Ryder, A. G., Alden, L. E., & Paulhus, D. L. (2000). Is acculturation unidimensional or bidimensional? A head-to-head comparison in the prediction of personality, self-identity, and adjustment. Journal of Personality and Social Psychology, 79, 4965. doi:10.1037/0022-3514.79.1.49Google Scholar
Sahin-Acar, B., & Leichtman, M. D. (2015). Mother-child memory conversations and self-construal in Eastern Turkey, Western Turkey and the USA. Memory, 23(1), 6982. doi:10.1080/09658211.2014.935437Google Scholar
Trafimow, D., Triandis, H. C., & Goto, S. G. (1991). Some tests of the distinction between the private self and the collective self. Journal of Personality and Social Psychology, 60(5), 649655. doi:10.1037/0022-3514.60.5.649Google Scholar
Wang, Q. (2001a). Culture effects on adults’ earliest childhood recollection and self-description: Implications for the relation between memory and the self. Journal of Personality and Social Psychology, 81(2), 220233. doi:10.1037/0022-3514.81.2.220Google Scholar
Wang, Q. (2001b). ‘Did you have fun?’ American and Chinese mother-child conversations about shared emotional experiences. Cognitive Development, 16, 693715. doi:10.1016/S0885-2014(01)00055-7Google Scholar
Wang, Q. (2004). The emergence of cultural self-constructs: Autobiographical memory and self-description in European American and Chinese children. Developmental Psychology, 40(1), 315. doi:10.1037/0012-1649.40.1.3Google Scholar
Wang, Q. (2006). Earliest recollections of self and others in European American and Taiwanese young adults. Psychological Science, 17, 708714. doi:10.1111/j.1467-8721.2006.00432.xGoogle Scholar
Wang, Q. (2007). ‘Remember when you got the big, big bulldozer?’ Mother-child reminiscing over time and across cultures. Social Cognition, 25, 455471. doi:10.1521/soco.2007.25.4.455Google Scholar
Wang, Q. (2008). Being American, being Asian: The bicultural self and autobiographical memory in Asian Americans. Cognition, 107, 743751. doi:10.1016/j.cognition.2007.08.005Google Scholar
Wang, Q. (2013). The autobiographical self in time and culture. New York, NY: Oxford University Press. doi:10.1093/acprof:oso/9780199737833.001.0001Google Scholar
Wang, Q. (2016a). Why should we all be cultural psychologists? Lessons from the study of social cognition. Perspectives on Psychological Science, 11(5), 583596. doi:10.1177/1745691616645552Google Scholar
Wang, Q. (2016b). Remembering the self in cultural contexts: A cultural dynamic theory of autobiographical memory. [Special issue: Memory and connection: Remembering the past and imagining the future in individuals, groups, and cultures]. Memory Studies, 9, 295304. doi:10.1177/1750698016645238Google Scholar
Wang, Q., & Conway, M. A. (2004). The stories we keep: Autobiographical memory in American and Chinese middle-aged adults. Journal of Personality, 72, 5, 911938. doi:10.1111/j.0022-3506.2004.00285.xGoogle Scholar
Wang, Q., Leichtman, M. D., & Davies, K. I. (2000). Sharing memories and telling stories: American and Chinese mothers and their 3-year-olds. Memory, 8, 159178. doi:10.1080/096582100387588Google Scholar
Wang, Q., & Ross, M. (2005). What we remember and what we tell: The effects of culture and self-priming on memory representations and narratives. Memory, 13, 594606. doi:10.1080/09658210444000223Google Scholar
Wang, Q., Shao, Y., & Li, Y. J. (2010). “My way or Mom’s way?” The bilingual and bicultural self in Hong Kong Chinese children and adolescents. Child Development, 81, 555567. doi:10.1111/j.1467-8624.2009.01415.xGoogle Scholar

References

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 3242. doi:10.17730/humo.56.2.x335923511444655Google Scholar
Bruner, J. (1998). The culture of education. Cambridge, MA: Harvard University Press.Google Scholar
Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.Google Scholar
Darling-Hammond, D., & Lieberman, A. (2012). Teacher education around the world: Changing policies and practices. New York, NY: Routledge.Google Scholar
Göncü, A., & Gauvain, M. (2012). Sociocultural approaches to educational psychology: Theory, research, and application. In Harris, K. R., Brophy, J., Sinatra, G., & Sweller, J. (Eds.), APA educational psychology handbook, Vol. 1. Theories, constructs, and critical issues (pp. 123152). Washington, DC: American Psychological Association.Google Scholar
Inoue, N. (2012). Mirrors of the mind: Introduction to mindful ways of thinking education. New York, NY: Peter Lang.Google Scholar
Inoue, N. (2015). Beyond actions: Psychology of action research for mindful educational improvement. New York, NY: Peter Lang.Google Scholar
Lave, J. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.Google Scholar
Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224253. doi:10.1037/0033-295X.98.2.224Google Scholar
Ng, P. T. (2007). Quality assurance in the Singapore education system in an era of diversity and innovation. Educational Research for Policy and Practice, 6, 235247. doi:10.1007/s10671-007-9018-xGoogle Scholar
Portes, P. R. (1996). Ethnicity and culture in educational psychology. In Berliner, D. & Calfee, R. (Eds.), Handbook of educational psychology (pp. 331357). New York, NY: Routledge.Google Scholar
Reagan, T. (2004). Non-Western educational traditions: Indigenous approaches to educational thought and practice (sociocultural, political, and historical studies in education) (3rd ed.). New York, NY: Routledge.CrossRefGoogle Scholar
Sahlberg, P. (2011). Lessons from Finland. Education Digest, 77(3), 1824.Google Scholar
Scupin, R. (1997). The KJ method: A technique for analyzing data derived from Japanese ethnology. Human Organization, 56, 233237. doi:10.17730/humo.56.2.x335923511444655Google Scholar
Stevenson, H. W., & Stigler, J. W. (1992). The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. New York, NY: Summit Books.Google Scholar
Uttal, D. H. (1995). Beliefs, motivation, and achievement in mathematics: A cross-national perspective. In Carr, M. (Ed.), Motivation in mathematics. Cresskill, NJ: Hampton.Google Scholar

References

Altarriba, J. (2002). Bilingualism: Language, memory and applied issues. Online Readings in Psychology and Culture, 4(2). doi:10.9707/2307-0919.1034Google Scholar
Blasi, D., Wichmann, S., Hammarstrom, H., Stadler, P., & Christiansen, M. (2016). Sound-meaning association biases evidenced across thousands of languages. Proceedings of the National Academy of Sciences, 113, 1081810823. doi:10.1073/pnas.1605782113CrossRefGoogle ScholarPubMed
Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11, 717726. doi:10.1016/S0022-5371(72)80006-9Google Scholar
Bruce, D. (1994). Lashley and the problem of serial order. American Psychologist, 49, 93103. doi:10.1037/0003-066X.49.2.93Google Scholar
Carroll, D. (2004). Web-based assignments in the psychology of language class. Teaching of Psychology, 31, 204206. www.teachpsych.org/top/index.phpGoogle Scholar
Carroll, D., & Pinnow, E. (2011). Engaging students in the psychology of language. In Miller, R. L., Balcetis, E., Burns, S. R., Daniel, D. B., Saville, B. K., & Woody, W. D. (Eds.), Promoting student engagement (Vol. 2, pp. 92–95). Retrieved from the Society for the Teaching of Psychology web site, http://teachpsych.org/ebooks/pse2011/vol2/index.phpGoogle Scholar
Chiu, C. (2011). Language and culture. Online Readings in Psychology and Culture, 4(2). doi:10.9707/2307-0919.1098Google Scholar
Chomsky, N. (1959). Verbal behavior [Review]. Language, 35, 2658. doi:10.2307/411334Google Scholar
Cook, V., & Bassetti, B. (2011). Language and bilingual cognition. New York, NY: Psychology Press.CrossRefGoogle Scholar
Crago, M. B., Allen, S. E. M., & Hough-Eyamie, W. P. (1997). Exploring innateness through cultural and linguistic variation. In Gopnik, M. (Ed.), The biological basis of language (pp. 7090). Oxford: Oxford University Press.Google Scholar
Diekhoff, G. M. (2008). The role of expectancies in the perception of language. In Benjamin, L. T. (Ed.), Favorite activities for the teaching of psychology (pp. 145147). Washington, DC: American Psychological Association.Google Scholar
Dunn, D. S., & Hammer, E. D. (2014). On teaching multicultural psychology. In Leong, F. T. L. (Ed.), APA handbook of multicultural psychology: Vol. 1. Theory and research (pp. 4358). Washington, DC: American Psychological Association.Google Scholar
Everett, D. L. (2005). Cultural constraints on grammar and cognition in Pirahã. Current Anthropology, 46, 621646. doi:10.1086/431525Google Scholar
Fernald, P. S., & Fernald, L. D. (2008). Early motor and verbal development. In Benjamin, L. T. (Ed.), Favorite activities for the teaching of psychology (pp. 180181). Washington, DC: American Psychological Association.Google Scholar
Gass, S. M., & Maronis, E. M. (1991). Miscommunication in nonnative speaker discourse. In Coupland, H. G. N., Giles, H., & Wiemann, J. M. (Eds.),Miscommunication” and problem talk (pp. 121145). Newbury Park, CA: Sage Publications.Google Scholar
Gathercole, V. M., & Hoff, E. (2007). Input and the acquisition of language: Three questions. In Hoff, E., Shatz, M., Hoff, E., & Shatz, M. (Eds.), Blackwell handbook of language development (pp. 107127). Oxford: Blackwell. doi:10.1002/9780470757833.ch6Google Scholar
Grice, H. P. (1978). Further notes on logic and conversation. In Adler, J. A. & Rips, L. J. (Eds.), Reasoning: Studies of human inference and its foundations (pp. 765773). Cambridge, MA: Cambridge University Press.Google Scholar
Hill, A. A. (1952). A note on primitive languages. International Journal of American Linguistics, 18, 172177. doi:10.1086/464167Google Scholar
Hockett, C. (1966). The problem of universals in language. In Greenberg, J. H. (Ed.), Universals of language (2nd ed., pp. 129). Cambridge, MA: Massachusetts Institute of Technology Press.Google Scholar
Hoff, E. (2009). Language development (4th ed.). Belmont, CA: Wadsworth.Google Scholar
Holtgraves, T. (1997). Styles of language use: Individual and cultural variability in conversational indirectness. Journal of Personality and Social Psychology, 73, 624637. doi:10.1037/0022-3514.73.3.624Google Scholar
Joseph, J. E., & Newmeyer, F. J. (2012). “All languages are equally complex”: The rise and fall of a consensus. Historiographia Linguistica, 2, 341368. doi:10.1075/hl.39.2-3.08josGoogle Scholar
Kite, M. E., & Whitley, B. E. (2012). Ethnic and nationality stereotypes in everyday language. Teaching of Psychology, 39, 5456. doi:10.1177/0098628311430314Google Scholar
Krumov, K., & Larsen, K. S. (2013). The evolution of language and socio-culture. In Krumov, K. & Larsen, K. S., Cross-cultural psychology: Why culture matters (pp. 109142). Charlotte, NC: Information Age.Google Scholar
Lashley, K. S. (1951). The problem of serial order in behavior. In Jeffress, L. A (Ed.), Cerebral mechanisms in behavior: The Hixon Symposium (pp. 112146). New York, NY: Wiley.Google Scholar
Lee, J. S. (2005). Embracing diversity through the understanding of pragmatics. In Denham, K. & Lobeck, A. (Eds.), Language in the schools: Integrating linguistic knowledge into K-12 teaching (pp. 1727). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Miller, G. A. (1990). The place of language in a scientific psychology. Psychological Science, 1, 714. doi:10.1111/j.1467-9280.1990.tb00059.xGoogle Scholar
Parama, K., Kreiner, D. S., Stark, K., & Schuetz, S. (2017). Monolingual and bilingual perceptions of code-switching: A difference in cognition but not competence. North American Journal of Psychology, 19, 87102. http://najp.us/north-american-journal-of-psychology-indexGoogle Scholar
Pinker, S. (1994). The language instinct: How the mind creates language. New York, NY: William Morrow.Google Scholar
Rawson, K., Thomas, R., & Jacoby, L. L. (2015). The power of examples: Illustrative examples enhance conceptual learning of declarative concepts. Educational Psychology Review, 27, 483504. doi:10.1007/s10648-014-9273-3Google Scholar
Roberts, C., Moss, B., Wass, V., Sarangi, S., & Jones, R. (2005). Misunderstandings: A qualitative study of primary care consultations in multilingual settings, and educational implications. Medical Education, 39, 465475. doi:10.1111/j.1365-2929.2005.02121.xGoogle Scholar
Ronkin, M., & Karn, H. E. (1999). Mock Ebonics: Linguistic racism in parodies of Ebonics on the internet. Journal of Sociolinguistics, 3, 360380. doi:10.1111/1467-9481.00083Google Scholar
Sandler, W., Meir, I., Padden, C., & Aronoff, M. (2005). The emergence of grammar: Systematic structure in a new language. Proceedings of the National Academy of Sciences, 102, 26612665. doi:10.1073/pnas.0405448102Google Scholar
Scancarelli, J. (1994). Another look at a “primitive language.” International Journal of American Linguistics, 60, 149160. doi:10.1086/466227Google Scholar
Whorf, B. (1950). An American Indian model of the universe. International Journal of American Linguistics, 16, 6772. doi:10.1086/464066Google Scholar
Wong, J. (2010). The “triple articulation” of language. Journal of Pragmatics, 42, 29322944. doi:10.1016/j.pragma.2010.06.013Google Scholar
Zhang, Y., Jin, X., Shen, X., Zhang, J., & Hoff, E. (2008). Correlates of early language development in Chinese children. International Journal of Behavioral Development, 32, 145151. doi:10.1177/0165025407087213Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

  • Cognition
  • Edited by Kenneth D. Keith, University of San Diego
  • Book: Culture across the Curriculum
  • Online publication: 30 March 2018
  • Chapter DOI: https://doi.org/10.1017/9781316996706.021
Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

  • Cognition
  • Edited by Kenneth D. Keith, University of San Diego
  • Book: Culture across the Curriculum
  • Online publication: 30 March 2018
  • Chapter DOI: https://doi.org/10.1017/9781316996706.021
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Cognition
  • Edited by Kenneth D. Keith, University of San Diego
  • Book: Culture across the Curriculum
  • Online publication: 30 March 2018
  • Chapter DOI: https://doi.org/10.1017/9781316996706.021
Available formats
×