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Combining Longitudinal, Cross-historical, and Cross-cultural Methods To Study Culture and Cognition

A Special Double Issue of Mind, Culture, and Activity

Edited by Michael Cole

Routledge – 2006 – 128 pages

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    February 27th 2006
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Description

The articles presented in this special issue focus on a cultural-historical approach to the study of mind, culture, and activity—that is to view individual human development as the emergent outcome of phylogeny, cultural history, and microgenesis. A combination of data is presented, some which is cultural-historical in nature and some from the analysis of the real-time behavior of people of different ages and experiences. Geoffrey Saxe and Indigo Esmonde offer a welcome addition to the small corpus of longitudinal studies in the role of cultural-historical change on cognitive development. They focus on the way in which a particular numerical term changes as a function of historical shifts in local practices of enumeration. Commentaries by Giyoo Hatano and Anna Sfard highlight a variety of important questions concerning both the particular case presented by Saxe and Esmonde and the methodological challenges that such work poses.

Contents

Volume 12, Numbers 3&4, 2005

Contents: M. Cole, Introduction. ARTICLES: G.B. Saxe, I. Esmonde, Studying Cognition in Flux: A Historical Treatment of Fu in the Shifting Structure of Oksapmin Mathematics. G. Hatano, How Are Cultural-Historical Change and Individual Cognition Related? A Commentary on "Studying Cognition in Flux: A Historical Treatment of Fu in the Shifting Structure of Oksapmin Mathematics" by Geoffrey B. Saxe and Indigo Esmonde. A. Sfard, Discourse in Flux: Commentary to "Cognition in Flux" by Geoffrey B. Saxe and Indigo Esmonde. G.B. Saxe, I. Esmonde, Genetic Method and Empirical Techniques: Reply to Hatano and Sfard's Commentaries on Cognition in Flux. BOOK REVIEWS: L. Bauer, Review of Raise Up a Child: Human Development in an African-American Family, by Edith V.P. Hudley, Wendy Haight, and Peggy J. Miller. S. Chye, Review of Learning and Child Development: A Cultural-Historical Study, by Marianne Hedegaard. R.B. Faux, Review of Reductionism and the Development of Knowledge, by Terrance Brown and Leslie Smith (Eds.). T. Dobreva-Martinova, Review of Collective Reflexology The Complete Edition, by Bekhterev, V.M. (L.H. Strickland, Ed.).

Name: Combining Longitudinal, Cross-historical, and Cross-cultural Methods To Study Culture and Cognition: A Special Double Issue of Mind, Culture, and Activity (Paperback)Routledge 
Description: Edited by Michael Cole. The articles presented in this special issue focus on a cultural-historical approach to the study of mind, culture, and activity—that is to view individual human development as the emergent outcome of phylogeny, cultural history, and...
Categories: Intercultural Communication, Multicultural Education