The Influence of Culture on Cognition

Abstract

This article presents a theoretical and methodological framework that seeks to integrate multiple sources of pertinent data that must be taken into account to interpret neuropsychological test results of individuals of non-European ancestry. It is proposed that cultural factors have a determining influence on an individual's behavior regardless of the neurophysiological status of the brain. A differentiation is made between the effects of culture/language and socioeconomic level on cognitive testing results and suggestions are made to assist in discriminating between these variables. Taking as illustration the assessment of Latino patients, focus is given to the accurate neuropsychological evaluation of individuals with little education, of non-European cultures, and with a primary language other than English.

Increasing Culturally Competent Neuropsychological Services for Ethnic Minority Populations: A Call to Action

“…In contrast, the theory of universalism holds that cognitive processes are fundamentally similar across humankind, irrespective of the cultural milieu in which they arise (Nell, 2000). The field of neuropsychology, at least here in the US, has largely held a universalist presupposition of both cognition and the manner in which cognitive processes are assessed, emphasizing “a direct, unencumbered link between the neurobiological brain, cognitive processes, and behavior” (Perez-Arce, 1999, p. 582).…”

“…He argued that cognitive tests are inevitably cultural devices that assess abilities valued by the culture wherein the test was developed, and therefore have questionable construct validity when applied outside of that culture (Cole, 1996). Several investigators have further argued that sensitivity to cultural and ethnic differences has generally been lacking within neuropsychology (Ardila, 2005; Cole, 1996; Cuellar, 1998; Nell, 2000; Perez-Arce, 1999; Uzzell, Pontón, & Ardila, 2006). Consequently, several potential disadvantages may result from a universalist view of cognition, including: (1) inaccurate and harmful racial/ethnic generalizations, (2) inadequate science (not examining construct validity), and (3) inappropriate use of tests in the assessment of racial/ethnic minority populations.…”

Brilliant mistake! Essays on incidents of management mistakes and mea culpa

“…The interpretation of management mistakes and mea culpa by the students can be explained in a number of ways. First, the students' interpretations of management resonates with a body of research, which provides evidence that mistakes are inextricably linked to: success (Sull, 2005); learning (Hughes et al, 1998); and, as activities that are closely bound up in collective cultures (Pérez-Arce, 1999). There is, therefore, much to learn from the conditions of mistakes, including: ambition, global orientation, and instant success.…”

YARNING AS PROTECTED SPACE: principles and protocols

“…Particularly, when using qualitative research methods, coding is an inductive process that requires both de-contextualisation and deconstructing (Beattie et al, 2004; Pérez-Arce, 1999; Riessman, 2005; Zhang & Wildemuth, 2009). From an Indigenous perspective however, it is important that during this entire process narrative data remain contextualised (Simpson, 2000).…”