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| Chapter Five - Culture, Language, and Cognition | ||||||||||
| 1.) The term cognition means the act or process of obtaining knowledge, including perceiving, recognizing, and judging. Knowledge acquisition is different all across the world. In some countries and cultures religion is the main source of knowledge for a people, while in others it is found in scientific fact. Perception not only differs between cultures but between all people as well. What one person sees as a barbaric cultural practice, another would see as the only method to use. Recognition also varies from culture to culture and person to person. Judgment is looked at differently between cultures because of the morals and views of each culture. 2.) The relationship between culture, cognition, and language are different from culture to culture because views of life and what is important to different cultures are also different. The linguistic relativity hypothesis is that people who speak different languages experience and think about the world differently. The weakness of this lies in the fact that one can never tell if all people experience the world differently, because there is no real accurate model to test this. The strength lies in the fact that it is probable that all people experience the world differently, even within their language speaking group. 3.) Vygotsky claimed that cultural influence, mental processes, and language are dynamic process which all occur at the same time in a person. He claims that scaffolding is important because it provides temporary support to a child from the adults around them to any new ideas they are gaining from their peers and environment. This interaction is important because it cements the new thoughts the child is gaining and makes it solid in their mind. 4.) In early adulthood dialectical thought, meaning that for every thought there is an opposing view, helps the person develop cognitive flexibility to help them think in a more holistic manner. Adaptive logic works for the early adult to balance critical analysis of their objective observations, and their subjective response to these observations. In each culture there is different importance placed upon these qualities and who is supposed to use them. 5.) Fluid intelligence is the ability to form concepts, reason abstractly, and apply material to new situations. Crystallized intelligence is an individuals accumulated knowledge and experience in a particular culture. These are valued differently by the different cultures and are also used differently among these cultures. Some societies really place a high value on their elders who have so much knowledge to share with the younger people of the cultures. Other cultures are more likely to value the speedy and new thoughts of the younger generation members, because it keeps their culture up to date in what is current information. |
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