Preface xi
Contributors xv
1 Cultural Neuroscience of the Developing Brain in Childhood 1
Joan Y. Chiao
Introduction 1
Theories in Cultural Neuroscience of the Developing Brain 2
Methods in Cultural Neuroscience Research of the Developing Brain 4
Cultural Psychology 5
Developmental Human Neuroscience 8
Developmental Imaging Genetics 10
Population Genetics 12
Empirical Progress in Cultural Neuroscience of the Developing Brain in Childhood 13
Self and Other Knowledge 13
Emotion 16
Empathy 18
Theory of Mind 21
Cognition 23
Future Directions in Cultural Neuroscience of the Developing Brain in Childhood 27
Implications of Cultural Neuroscience of the Developing Brain 29
References 29
2 The Role of Culture and Language in the Development of Color Categorization 39
Anna Franklin
Color Categories and Reasons to Investigate Them 39
Influence of Color Terms on Perception and Cognition 44
Contributions from Developmental Science 47
Color Term Acquisition and Emergence of Cross-Cultural Differences 48
Development of Infant Color Categories 55
Lateralized Category Effects in Infants and Toddlers 64
Unresolved Issues and New Developmental Questions 66
How Do Infant Color Categories Relate to the World’s Color Lexicons? 67
How Is Color Categorized in the Absence of Language? 68
Is There Cross-Cultural Variation in Prelinguistic Color Categories? 70
Conclusions 71
References 73
3 How Much Mathematics Is “Hardwired,” If Any at All: Biological Evolution, Development, and the Essential Role of Culture 83
Rafael Núñez
Introduction 83
Nativism in Cognitive Development, Cognitive Neuroscience, and Animal Cognition 86
Quantity-Related “Hardwired” Capacities? Yes,…Are They Mathematical? No 88
Aren’t Number-to-Space Mappings “Hardwired”? No 90
What CanWe Learn from the History of Mathematics? A Lot 92
Numbers and Calculations without Number Lines in Old Babylonian Mathematics 93
How Long Does It Take for the Number Line to Be Invented? A Long Time 96
Are Results in Experimental Studies on Number-Line Mappings Consistent with Historical Records? Yes 100
Are Number Mental Representations Inherently Spatial? 100
Is the Intuition of Mapping Number to Space “Hardwired” and Universal? 106
Biocultural Issues for Child Psychology and Developmental Theory: Is Snowboarding “Hardwired”? No, It Is Not 116
References 120
4 Culture, Language, and Emotion: Explorations in Development 125
Twila Tardif
Introduction 125
Culture as Independent Variable, Culture as a Metaphor 125
Culture as Instantiated through Language 127
Vocabulary Learning: Similarities, Differences, and Useful Metaphors 133
Summary of Cultural Metaphors for Language 145
Culture as Instantiated through Emotion and Emotion Regulation Strategies 146
Cross-Cultural Differences in Emotional Expression: Main Effects 147
Facial Expressions of Emotion 148
Cross-Cultural Differences in Physiological Components of Emotions: Main Effects 150
Culture, Physiology, and Behavior in Emotion Regulation 151
How Do Proximal Factors Affect Interactions among Behavior, Biology, and Culture? 153
Assessing Emotion Regulation via Cortisol Reactivity and Executive Functioning across Different Cultural Contexts 155
Limitations of Both “Cultural” and “Cross-Cultural” Approaches to the Development of Language and Emotion Regulation 161
Can We Move beyond Metaphors? 162
References 163
5 Cultural Expressions and Neurobiological Underpinnings in Mother–Infant Interactions 185
Marc H. Bornstein
Introduction 185
Parenting 186
Parenting Practices 188
Autonomic Nervous System 194
Central Nervous System 196
Implicit Association Test 197
Thermography 198
Functional Magnetic Resonance Imaging 199
Frontiers 207
Conclusions and Final Thoughts 209
References 211
6 The Cultural Organization of Young Children’s Everyday Learning 223
Suzanne Gaskins
An Uneasy Peace 223
Culture: The “Thorn” in Developmental Theory 224
Possible Solution #1: Minimize the Cultural Argument 225
Possible Solution #2: Minimize the Importance of Environment 226
Possible Solution #3: Minimize the Claim of Universal Outcomes 227
Human Development: Becoming a Cultural Being 228
Theoretical Potential of an Expanded Model of Development 230
Putting Yucatec Mayan Children’s Development into Context 231
Early Social Interactions 235
The Role of Children’s Play (and Work) 245
Attentional Stance: Focused versus Open 252
Negotiating a Stable Peace among Developmental Claims 259
Early Social Interaction 261
The Role of Children’s Play (and Work) 262
Attentional Stance: Focused versus Open 263
Nature and Nurture as Co-Contributors to Development 264
References 266
7 Socioemotional Development across Cultures 275
Xinyin Chen
Introduction 275
Conceptual and Methodological Issues in Research on Culture and Human Development 276
The Contextual-Developmental Perspective: A Theoretical Framework for Cross-Cultural Research on Socioemotional Development 278
Culture and Shyness-Inhibition 280
The Display of Shyness-Inhibition in Chinese and North American Children 282
Parents’ and Peers’ Attitudes toward Shyness-Inhibition 285
Shyness-Inhibition and Adjustment Outcomes 288
Issues and Future Directions 291
References 293
8 Two Senses of Cultural Relativity 299
Michael Maratsos
Introduction 299
Cultural Relativism: An Introduction to Two Senses 301
Verstehen Relativism and Its Application 303
Verstehen Relativism,Warfare, and the Training of Civilized People 305
The Problem of Trade-offs 308
Child Labor and Child Schooling: Another Likely Trade-off? 310
Egalitarian Cultural Relativism and Moral Perspectives 312
Strong Cultural Relativism: An Internally Inconsistent Idea 314
Difficulties with Two Psychological Defenses of Strong Relativism 315
Arguments from Benevolent Informed Intentions, and the Problem of Unequal Power 316
Gender Inequality 320
Moral Equality through Neutralization Because of Conformity 325
The Different Causes of Conformity; Conformity as Motivated, Not Inertial 328
Arguments about Effective Functioning 330
Qualifying and Restricting the Arguments 334
References 338
Author Index 343
Subject Index 357
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