Cultural patterns in attending to two events at once

Child Development

Volumn 76, Issue 3, 2005, Pages 664-678

  Correa Chávez, Maricela ^a   Rogoff, Barbara ^a   Arauz, Rebeca Mejía ^a,b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b Instituto Tecnologico y de Estudios Superiores de Occidente   (Mexico)

Author keywords

[No Author keywords available]

Indexed keywords

ADULT; ARTICLE; ATTENTION; CAUCASIAN; CHILD; COMPARATIVE STUDY; COMPREHENSION; CONCEPT FORMATION; CULTURAL FACTOR; EDUCATIONAL STATUS; FEMALE; HISPANIC; HUMAN; IMITATION; MALE; MOTHER; PSYCHOLOGICAL ASPECT; PSYCHOMOTOR PERFORMANCE; SOCIAL ENVIRONMENT; SOCIOECONOMICS;

ADULT; ATTENTION; CHILD; COMPREHENSION; CONCEPT FORMATION; CROSS-CULTURAL COMPARISON; EDUCATIONAL STATUS; EUROPEAN CONTINENTAL ANCESTRY GROUP; FEMALE; HUMANS; IMITATIVE BEHAVIOR; MALE; MEXICAN AMERICANS; MOTHERS; PSYCHOMOTOR PERFORMANCE; SOCIAL ENVIRONMENT; SOCIOECONOMIC FACTORS;

EID: 19744375979     PISSN: 00093920     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1467-8624.2005.00870.x     Document Type: Article

References (66)

1. Akhtar, N., Jipson, J., & Callanan, M. A. (2001). Learning words through overhearing. Child Development, 72, 416-430.
2. Barton, M. E., & Tomasello, M. (1991). Joint attention and conversation in mother-infant sibling triads. Child Development, 62, 517-529.
3. Bateson, M. C. (1994). Peripheral visions: Learning along the way. New York: HarperCollins.
4. Briggs, J. (1991). Expecting the unexpected: Canadian Inuit training for an experimental lifestyle. Ethos, 19, 259-287.
5. Bronfenbrenner, U., McClelland, P., Wethington, E., Moen, P., & Ceci, S. J. (1996). The state of Americans. New York: Free Press.
6. Bushman, B. J., & Anderson, C. A. (2001). Media violence and the American public: Scientific facts versus media misinformation. American Psychologist, 56, 477-489.
7. Cancian, F. M. (1964). Interaction patterns in Zinacanteco families. American Sociological Review, 29, 540-550.
8. Cazden, C. B., & John, V. P. (1971). Learning in American Indian children. In M. L. Wax, S. Diamond, & F. O. Gearing (Eds.), Anthropological perspectives on education. New York: Basic Books.
9. Chavajay, P., & Rogoff, B. (1999). Cultural variation in management of attention by children and their care-givers. Developmental Psychology, 35, 1079-1091.
10. Chavajay, P., & Rogoff, B. (2002). Schooling and traditional collaborative social organization of problem solving by Mayan mothers and children. Developmental Psychology, 38, 55-66.
11. Childs, C. P., & Greenfield, P. M. (1980). Informal modes of learning and teaching: The case of Zinacanteco weaving. In N. Warren (Ed.), Studies in cross-cultural psychology (Vol. 2, pp. 269-316). London: Academic.
12. Crago, M. B., Annahatak, B., & Ningiuruvik, L. (1993). Changing patterns of language socialization in Inuit homes. Anthropology and Education Quarterly, 24, 205-223.
13. de Haan, M. (1999). Learning as cultural practice: How children learn in a Mexican Mazahua community. Amsterdam: Thela Thesis.
14. Delgado-Gaitán, C. (1994). Socializing young children in Mexican-American families: An intergenerational perspective. In P. M. Greenfield & R. R. Cocking (Eds.), Cross-cultural roots of minority child development (pp. 55-86). Hillsdale, NJ: Erlbaum.
15. Deyhle, D., & Swisher, K. (1997). Research in American Indian and Alaska Native education: From assimilation to self-determination. Review of Research in Education, 22, 113-194.
16. Dixon, S. D., Le Vine R,. A., Richman, A., & Brazelton, T. B. (1984). Mother-child interaction around a teaching task: An African-American comparison. Child Development, 55, 1252-1264.
17. Feiring, C., Lewis, M., & Starr, M. D. (1983, April). Indirect effects and infants' reaction to strangers (Presented at meetings of the Society for Research in Child Development, Detroit, MI.
18. Flavell, J. H., Green, F. L., & Flavell, E. R. (1995). The development of children's knowledge about attentional focus. Developmental Psychology, 31, 706-712.
19. Fortes, M. (1970). Social and psychological aspects of education in Taleland. In J. Middleton (Ed.), From child to adult (pp. 14-74). New York: National History Press (Original work published 1938)
20. Gaskins, S. (1999). Children's daily routine in a Mayan village: A case study of culturally constructed roles and activities. In A. Göncü (Ed.), Children's engagement in the world (pp. 25-60). Cambridge, England: Cambridge University Press.
21. Green, C. S., & Bavelier, D. (2003). Action video game modifies visual selective attention. Nature, 423, 534-537.
22. Haight, W., & Miller, P. (1993). Pretending at home: Early development in a sociocultural context. Albany, NY: SUNY Press.
23. Harkness, S. (1977). Aspects of social environment and first language acquisition in rural Africa. In C. Ferguson & C. Snow (Eds.), Talking to children: Language input and acquisition (pp. 309-316). New York: Cambridge University Press.
24. Heath, S. B. (1982). What no bedtime, story means: Narrative skills at home and school. Language in Society, 11, 49-76.
25. Heath, S. B. (1983). Ways with words. New York: Cambridge University Press.
26. Hernandez, D. J. (1997). Child development and the social demography of childhood. Child Development, 68, 149-169.
27. Hirst, W., Neisser, U., & Spelke, E. (1978). Divided attention: People can learn to do two complicated things at once and neither activity has to suffer. Human Nature, 54-61.
28. Huston, A. C., & Wright, J. C. (1998). Mass media and children's development. In W. Damon (Series Ed.) I. E. Siegel & K. A. Renninger (Vol. Eds.), Handbook of child psychology: Vol. 4. Child psychology in practice (5th ed., pp. 999-1058). New York: Wiley.
29. Jacobs, E. (1982). Learning literacy through play in Puerto Rican kindergarten children. In H. Goelman, A. A. Oberg, & F. Smith (Eds.), Awakening to literacy (pp. 73-83). London: Heinemann Educational.
30. Kounin, J. (1983). Discipline and group management in class-rooms. Huntington, NY: Krieger.
31. Laosa, L. M. (1980). Maternal teaching strategies and cognitive styles in Chicano families. Journal of Educational Psychology, 72, 45-54.
32. Laosa, L. M. (1982). School, occupation, culture and family: The impact of parental schooling on the parent-child relationship. Journal of Educational Psychology, 74, 791-827.
33. LeVine, R. (1990). Infant environments in psychoanalysis. In J. W. Stigler, R. A. Shweder, & G. Herdt (Eds.), Cultural psychology: Essays on comparative human development (pp. 454-474). New York: Cambridge University Press.
34. Lewis, M., & Feiring, C. (1981). Direct and indirect interactions in social relationships. In L. P. Lipsett (Ed.), Advances in infancy research: Vol. I (pp. 129-61). Norwood, NJ: Ablex.
35. Maurer, E. (1977). Aprender o enseñar?: La educación en Takinwits, Poblado Tseltal de Chiapas (México). Revista del Centro de Estudios Educativos, 7, 84-103.
36. Mejía Arauz, R., Rogoff, B., & Paradise, R. (1998). [Extent to which child seated in the middle of triad relied on observation as a source of information while learning to fold origami figures] Unpublished raw data.
37. Mejía Arauz, R., Rogoff, B., & Paradise, R. (2003). Cultural variation in children's observation during a demonstration. Paper submitted for publication.
38. Merritt, M. (1982). Distributing and directing attention in primary classrooms. In L. C. Wilkinson (Ed.), Communicating in the classroom (pp. 223-244). New York: Academic.
39. Meyer, J., Ramirez, J., & Soysal, Y. (1992). World expansion of mass education, 1870-1980. Sociology of Education, 65, 128-149.
40. Modiano, N. (1973). Indian education in the Chiapas high-lands. New York: Holt, Rinehart & Winston.
41. Morelli, G. A., Rogoff, B., & Angelillo, C. (2003). Cultural variation in young children's access to work or involvement in specialized child-focused activities. International Journal of Behavioral Development, 27, 264-274.
42. Moreno, R. P. (2000). Teaching practices of Mexican American mothers with everyday and school related tasks. Merrill-Palmer Quarterly, 46, 613-631.
43. Ochs, E. (1988). Culture and language development. New York: Cambridge University Press.
44. Ochs, E., & Schieffelin, B. (1984). Language acquisition and socialization. In R. A. Shweder & R. A. LeVine (Eds.), Culture theory: Essays on mind, self, and emotion (pp. 276-320). New York: Cambridge University Press.
45. Oshima-Takane, Y., Goodz, E., & Deverensky, J. L. (1996). Birth order effects on early language development: Do secondborn children learn from overheard speech? Child Development, 67, 621-634.
46. Paradise, R. (1996). Passivity or tacit collaboration: Mazahua interaction in cultural context. Learning and Instruction, 6, 379-389.
47. Paradise, R., Rogoff, B., Mejía Arauz, R., & Fuller, E. (2001, April). "Teacher talk" and other ways of organizing learning (Annual meeting of the Society for Research in Child Development, Minneapolis, MN.
48. Pashler, H. (1994). Dual-task interference in simple tasks: Data and theory. Psychological Bulletin, 116, 220-244.
49. Philips, S. U. (1983). The invisible culture: Communication in classroom and community on the Warm Springs Indian Reservation. Prospect Heights, IL: Waveland.
50. Pylyshyn, Z. (1996, March). The role of visual indexes in spatial vision and imagery. Paper presented at the AAAI Spring Symposium Series, Stanford, CA.
51. Reese, L. (2002). Parental strategies in contrasting cultural settings: Families in Mexico and "El Norte". Anthropology & Education Quarterly, 33, 30-59.
52. Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.
53. Rogoff, B., & Angelillo, C. (2002). Investigating the coordinated functioning of multifaceted cultural practices in human development. Human Development, 45, 211-225.
54. Rogoff, B., Correa-Chávez, M., & Navichoc Cotuc, M. (in press). A cultural/historical view of schooling in human development. In D. Pillemer & S. H. White (Eds.), Developmental psychology and social change. New York: Cambridge University Press.
55. Rogoff, B., Mistry, J., Göncü, A., & Mosier, C. (1993). Guided participation in cultural activity by toddlers and caregivers. Monographs for the Society for Research and Child Development, 58, (Serial No. 236).
56. Rogoff, B., Paradise, R., Mejía Arauz, R., Correa-Chávez, M., & Angelillo, C. (2003). Firsthand learning through intent participation. Annual Review of Psychology, 54, 175-203.
57. Romney, K., & Romney, R. (1966). The Mixtecans of Juxtlahuaca, Mexico. In B. B. Whiting (Ed.), Six cultures: Studies of child rearing (pp. 541-691). New York: Wiley.
58. Ruff, H. A., & Rothbart, M. K. (1996). Attention in early development: Themes and variations. New York: Oxford University Press.
59. Sabers, D. S., Gushing, K. S., & Berliner, D. C. (1991). Differences among teachers in a task characterized by simultaneity, multidimensionality, and immediacy. American Educational Research Journal, 28, 63-88.
60. Schieffelin, B. B. (1991). The give and take of everyday life: Language socialization of Kaluli children. Cambridge, England: Cambridge University Press.
61. Schumacher, E. H., Seymour, R. L., Glass, J. M., Fencsik, D. E., Lauber, E. J., Kieras, D. E., et al. (2001). Virtually perfect time sharing in dual-task performance: Uncorking the central cognitive bottleneck. Psychological Science, 12, 101-108.
62. Suina, J. H., & Smolkin, L. B. (1994). From natal culture to school culture to dominant society culture. In P. M. Greenfield & R. R. Cocking (Eds.), Cross-cultural roots of minority child development (pp. 115-130). Hillsdale, NJ: Erlbaum.
63. Tapia-Uribe, M. F., Levine, R., & Levine, S. (1994). Maternal behavior in a Mexican community. In P. M. Greenfield & R. Cocking (Eds.), Cross cultural roots of minority child development (pp. 41-54). Hillsdale, NJ: Erlbaum.
64. Valdés, G. (1996). Con respeto. New York: Teachers College Press.
65. Ward, M. C. (1971). Them children. New York: Holt, Rinehart & Winston.
66. Wright, R. D. (1994). Shifts of visual attention to multiple simultaneous location cues. Canadian Journal of Experimental Psychology, 48, 205-217.