Skill and conservation: A study of pottery-making children.

Price‐Williams, Douglass; Gordon, William Van; Ramírez, Manuel

doi:10.1037/h0028264

Cited by 76 publications

(28 citation statements)

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“…However, fine grained determination of particular aspects of the environment and socialization experience which influence children' s cognitive styles are largely lacking. Exceptions to this generalization are found in studies by Munroe and Munroe (84); Nerlove, Munroe & Munroe (87); and Price-Williams, Gordon & Ramirez (95).…”

Section: Cognition Culture and Socializationmentioning

confidence: 69%

Comparative Studies of Socialization

Draper¹

1974

Annu. Rev. Anthropol.

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This paper will not attempt a comprehensive review of the recent literature on socialization. Rather, it will deal with four areas of the comparative study of childhood which have particular interest to this writer: systematic ethnographic reports on child life in non-Western societies; education and anthropology; cognitive style and socialization; and socialization for sex role. As a further means of narrowing the potential range of this review, the author will exclude most reports of infant, adolescent, and adult socialization.

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Section: Cognition Culture and Socializationmentioning

confidence: 69%

Comparative Studies of Socialization

Draper¹

1974

Annu. Rev. Anthropol.

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“…Likewise, when conservation tasks are performed correctly, an equally conditional answer is called for, one which might read, 'when water from a short, wide beaker is poured into a tall, narrow beaker, the amount of water in the second beaker is so nearly the same (discounting loss through evaporation during pouring and a few drops left adhering to the first beaker) that we culturally sanction the statement " tire volume is the same" as being consistent with the laws of science which we identify'. Price-Williams et al (1974) found that children from pottery making families in Mexico learned to conserve substance earlier than those from families practicing other trades or skills. Moreover, unlike in Europe, conservation of substance occurred before conservation of number, liquid, weight and volume.…”

Section: Cultural Frames Of Reference and The Conservation Taskmentioning

confidence: 99%

Piaget’s Theory and Cultural Differences The Case for Value-Based Modes of Cognition

Mangan¹

1978

Human Development

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Tests in non-Western cultures often reveal either a slower acquisition of conservation skills or a general inability to conserve. While many research efforts correlate conservation with formal schooling, more fundamental social and cultural influences are at work. Success in performing conservation tasks depends on familiarity with methods of analyzing the physical world that are not pan-cultural. Piagetian tasks are rooted in current scientific paradigms. These paradigms constitute cultural conventions integral to Western world views, conventions to which a great many cultures do not yet adhere. The theory of genetic epistemology assumes that the view derived from adherence to such paradigms is correct, and therefore contains an inherent cultural bias. To clarify the cultural and epistemological factors which contribute to test performance, two broad modes of cognition, based on cultural differences in beliefs and values, are suggested: the mythicomagical and the empiricoscientific. While the cognitive skills involved in Piagetian conservation are derived from an empiricoscientific mode, they may undergo negative reinforcement in cognitive domains characterized by the mythicomagical mode. While one or the other mode may be found to be predominant within a given culture, these modes of cognition more aptly describe the kind of thinking in emically defined cognitive domains.

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“…These schoolchildren learn to read and write and also to deal with abstractions -events and objects which are not present -in solving school problems , Lack of opportunity may delay or preclude development of certain skills. Problems which depend upon familiarity with their own environment also accelerate the acquisition of cognitive skills [Price-Williams, 1969].…”

Section: Moral Inferioritymentioning

confidence: 99%

Moral Development Research

Simpson¹

1974

Human Development

198

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From the moral development scale scoring manual, Kohlberg’s published works, and the research of his collaborators and others, an analysis was made of the evidence supporting the hierarchy of moral reasoning (from the lowest stage of blind acceptance of powerful authority to the application of abstract principles of justice and equality) and the claims put forth for the cross-cultural universality of the cognitive-developmental theory. Findings suggest that the definitions of stages and the assumptions underlying them, including the view that the scheme is universally applicable, are ethnocentric and culturally-biased. Conceptual and methodological problems of cross-disciplinary and cross-cultural research are discussed.

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Skill and conservation: A study of pottery-making children.

Cited by 76 publications

References 0 publications

Comparative Studies of Socialization

Comparative Studies of Socialization

Piaget’s Theory and Cultural Differences The Case for Value-Based Modes of Cognition

Moral Development Research

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