1,831
Views
0
CrossRef citations to date
0
Altmetric
Original Articles

Social change, cultural evolution, weaving apprenticeship, and development: informal education across three generations and 42 years in a Maya community

ORCID Icon, ORCID Icon, & ORCID Icon

References

  • Abu Aleon, T., Weinstock, M., Manago, A. M., & Greenfield, P. M. (2019). Social change and intergenerational value differences in a Bedouin community in Israel. Journal of Cross-Cultural Psychology, 50(5), 708–727. https://doi.org/10.1177/0022022119839148
  • Alcalá, L., Rogoff, B., Mejía-Arauz, R., Coppens, A. D., & Dexter, A. L. (2014). Children’s initiative in contributions to family work in indigenous-heritage and cosmopolitan communities in Mexico. Human Development, 57(2–3), 96–115. https://doi.org/10.1159/000356763
  • Bolger, D. (2010). The dynamics of gender in early agricultural societies of the Near East. Signs: Journal of Women in Culture and Society, 35(2), 503–531. https://doi.org/10.1086/605512
  • Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7), 513–531. https://doi.org/10.1037/0003-066X.32.7.513
  • Chavajay, P. (2006). How Mayan mothers with different amounts of schooling organize a problem-solving discussion with children. International Journal of Behavioral Development, 30(4), 371–382. https://doi.org/10.1177/0165025406066744
  • Chavajay, P., & Rogoff, B. (2002). Schooling and traditional collaborative social organization of problem solving by Mayan mothers and children. Developmental Psychology, 38(1), 55–66. https://doi.org/10.1037//0012-1649.38.1.55
  • 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). Academic Press.
  • Chouinard, M. M., Harris, P. L., & Maratsos, M. P. (2007). Children’s questions: A mechanism for cognitive development. Monographs of the Society for Research in Child Development, 72, 1–129. https://doi.org/10.1111/j.1540-5834.2007.00412.x
  • Cole, M., & Scribner, S. (1974). Culture and thought: A psychological introduction. Wiley.
  • Coppens, A. D., & Alcalá, L. (2015). Supporting children’s initiative: Appreciating family contributions or paying children for chores. In M. Correa-Chávez, R. Mejía-Arauz, & B. Rogoff (Eds.), Advances in child development and behavior: Vol. 49. Children learn by observing and contributing to family and community endeavors: A cultural paradigm (pp. 91–112). Academic Press.
  • Correa-Chávez, M., Meijía-Arauz, R., Ohrt, U. K., & Black, K. (2016). Schooling and changes in child and family life in indigenous communities of Mesoamerica. In D. S. Guimaraes (Ed.), Amerindian paths: Guiding dialogues with psychology (pp. 107–132). Information Age Publishing.
  • Csibra, G., & Gergely, G. (2011). Natural pedagogy as evolutionary adaptation. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 366(1567), 1149–1157. https://doi.org/10.1098/rstb.2010.0319
  • Delgado-Gaitan, 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). Erlbaum.
  • Dkeidek, I., Mamlok-Naaman, R., & Hofstein, A. (2011). Effect of culture on high school students’ question-asking ability resulting from an inquiry-oriented chemistry laboratory. International Journal of Science and Mathematics Education, 9(6), 1305–1331. https://doi.org/10.1007/s10763-010-9261-0
  • Esteban-Guitart, M., Perera, S., Monreal-Bosch, P., & Bastiani, J. (2018). Identity and sociocultural change: Comparing young indigenous people in Chiapas who have different sociodemographic trajectories. International Journal of Psychology: Journal International de Psychologie, 53(4), 295–303. https://doi.org/10.1002/ijop.12381
  • Fog, A. (1999). Cultural selection. Kluwer Academic Publishers.
  • Fritz, M. S., & MacKinnon, D. P. (2007). Required sample size to detect the mediated effect. Psychological Science, 18(3), 233–239. https://www.jstor.org/stable/40064725 https://doi.org/10.1111/j.1467-9280.2007.01882.x
  • Gauvain, M., Munroe, R. L., & Beebe, H. (2013). Children’s questions in cross-cultural perspective: A four-culture study. Journal of Cross-Cultural Research, 44, 1148–1165.
  • Geelan, D. (2020). Teacher explanations. In B. Fraser, K. Tobin, & C. McRobbie (Eds.), Second international handbook of science education (987–999). Springer. https://doi.org/10.1007/978-1-4020-9041-7_65
  • Geier, R., Blumenfeld, P. C., Marx, R. W., Krajcik, J. S., Fishman, B., Soloway, E., & Clay‐Chambers, J. (2008). Standardized test outcomes for students engaged in inquiry‐based science curricula in the context of urban reform. Journal of Research in Science Teaching, 45(8), 922–939. https://doi.org/10.1002/tea.20248
  • Greenfield, P. M. (2004). Weaving generations together: Evolving creativity in the Maya of Chiapas. Santa Fe, NM: SAR Press.
  • Greenfield, P. M. (2009). Linking social change and developmental change: shifting pathways of human development. Developmental Psychology, 45(2), 401–418. https://doi.org/10.1037/a0014726
  • Greenfield, P. M. (2016). Social change, cultural evolution, and human development. Current Opinion in Psychology, 8, 84–92. https://doi.org/10.1016/j.copsyc.2015.10.012
  • Greenfield, P. M. (2018). Studying social change, culture, and human development: A theoretical framework and methodological guidelines. Developmental Review, 50, 16–30. https://doi.org/10.1016/j.dr.2018.05.003
  • Greenfield, P. M., Maynard, A. E., & Childs, C. P. (2003). Historical change, cultural learning, and cognitive representation in Zinacantec Maya children. Cognitive Development, 18(4), 455–487.
  • Greenfield, P. M., Maynard, A. E., & Marti, F. A.. (2009). Implications of commerce and urbanization for the learning environments of everyday life: A Zinacantec Maya family across time and space. Journal of Cross-Cultural Psychology, 40, 935–952.
  • Greenfield, P. M., Quiroz, B., & Raeff, C. (2000). Cross-cultural conflict and harmony in the social construction of the child. In S. Harkness, C. Raeff, & C. M. Super (Eds.), New directions for child and adolescent development (vol. 87, pp. 93–108). Jossey-Bass/Wiley.
  • Greenfield, P. M., Rotem, O., & Weinstock, M. (2019). Ethiopian Immigrants to Israel: The persistence and transformation of African values and practices in art and life. Journal of Psychology in Africa, 29(6), 613–624. https://doi.org/10.1080/14330237.2019.1689465
  • Haber, A. S., Leech, K. A., Benton, D. T., Dashoush, N., & Corriveau, K. H. (2021). Questions and explanations in the classroom: Examining variation in early childhood teachers’ responses to children’s scientific questions. Early Childhood Research Quarterly, 57, 121–132. https://doi.org/10.1016/j.ecresq.2021.05.008
  • Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis (2nd ed.) The Guilford Press.
  • Higgins, E. T. (1998). Promotion and prevention: regulatory focus as a motivational principle. In M. P. Zanna (Ed,), Advances in experimental social psychology (vol. 30, pp. 1–46). Academic Press.
  • Jegede, O. J., & Olajide, J. O. (1995). Wait-time, classroom discourse, and the influence of sociocultural factors in science teaching. Science Education, 79(3), 233–249. https://doi.org/10.1002/sce.3730790302
  • Kagitcibasi, C., & Ataca, B. (2005). Value of children and family change: A three-decade portrait from Turkey. Applied Psychology, 54(3), 317–337. https://doi.org/10.1111/j.1464-0597.2005.00213.x
  • Kearsley, G. P. (1976). Questions and question asking in verbal discourse: A cross-disciplinary review. Journal of Psycholinguistic Research, 5(4), 355–375. https://doi.org/10.1007/BF01079934
  • Lancy, D. F. (2012). The chore curriculum. In G. Spittler & M. Bourdillion (Eds.), Working and learning among Africa’s children (pp. 23–57). Lit Verlag.
  • Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174. https://doi.org/10.2307/2529310
  • Laosa, L. (1978). Maternal teaching strategies in Chicano families of varying educational and socioeconomic levels. Child Development, 49(4), 1129–1135. https://doi.org/10.2307/1128752
  • LeVine, R. A. (1973). Patterns of personality in Africa. Ethos, 1(2), 123–152. https://doi.org/10.1525/eth.1973.1.2.02a00010
  • LeVine, R. A., LeVine, S. E., Schnell-Anzola, B., Rowe, M., & Dexter, E. (2012). Literacy and mothering: How women’s schooling changes the lives of the world’s children. Oxford University Press.
  • Linnell, K. J., Caparos, S., de Fockert, J. W., & Davidoff, J. (2013). Urbanization decreases attentional engagement. Journal of Experimental Psychology: Human Perception and Performance, 39(5), 1232–1247. https://doi.org/10.1037/a0031139
  • MacKinnon, D. P.,Lockwood, C. M., &Williams, J. (2004). Confidence limits for the indirect effect: Distribution of the product and resampling methods. Multivariate Behavioral Research, 39, 99–128.
  • Manago, A. M. (2014). Connecting societal change to value change across generations: Adolescents, mothers, and grandmothers in a Maya community in Southern Mexico. Journal of Cross-Cultural Psychology, 45(6), 868–887. https://doi.org/10.1177/0022022114527346
  • Manago, A. M. (2015). Values for gender roles and relations among high school and non-high school adolescents in a Maya community in Chiapas, Mexico. International Journal of Psychology: Journal International de Psychologie, 50(1), 20–28.https://doi.org/10.1002/ijop.12126
  • Manago, A. M., & Pacheco, P. (2019). Globalization and the transition to adulthood in a Maya community in Mexico: Communication technologies, social networks, and views on gender. In J. McKenzie (Ed.), Globalization as a context for youth development. New directions for child and adolescent development (vol. 164, pp. 11–25).
  • Marx, A., Fuhrer, U., & Hartig, T. (1999). Effects of classroom seating arrangements on children’s question asking. Learning Environments Research, 2(3), 249–263. https://doi.org/10.1023/A:1009901922191
  • Maynard, A. E. (2002). Cultural teaching: The development of teaching skills in Maya sibling interactions. Child Development, 73(3), 969–982.
  • Maynard, A. E. (2004). Cultures of teaching in childhood: Formal schooling and Maya sibling teaching at home. Cognitive Development, 19(4), 517–535.
  • Maynard, A. E., & Greenfield, P. M. (2003). Implicit cognitive development in cultural tools and children: Lessons from Maya Mexico. Cognitive Development, 18, 489–510.
  • Maynard, A. E., & Greenfield, P. M. (2008). Women's schooling and other ecocultural shifts: A longitudinal study of historical change among the Zinacantec Maya. Mind, Culture, and Activity, 15, 165–175.
  • Maynard, A. E., Greenfield, P. M., & Childs, C. P. (1999). Culture, history, biology, and body: Native and non‐native acquisition of technological skill. Ethos, 27(3), 379–402.
  • Maynard, A. E., Greenfield, P. M., & Childs, C. P. (2015). Developmental effects of economic and educational change: Cognitive representation in three generations across 43 years in a Maya community. International Journal of Psychology, 50(1), 12–19.
  • Molleson, T. (2007). Bones of work at the origin of labor. In S. Hamilton & R. D. Whitehouse (Eds.), Archeology and women: Ancient and modern issues. Left Coast Press. Reprinted in 2016 by Routledge.
  • Newson, L., Postmes, T., Lea, S. E. G., & Webley, P. (2005). Why are modern families small? Toward an evolutionary and cultural explanation for the demographic transition. Personality and Social Psychology Review: An Official Journal of the Society for Personality and Social Psychology, Inc, 9(4), 360–375. https://doi.org/10.1207/s15327957pspr0904_5
  • Newson, L., & Richerson, P. J. (2009). Why do people become modern? A Darwinian explanation. Population and Development Review, 35(1), 117–158. https://doi.org/10.1111/j.1728-4457.2009.00263.x
  • Nicolopoulou, A., Brandone, A. C., Vosniadou, S., & Osterhaus, C. (Eds.). (2021). The emergence and development of scientific thinking during the early years: Basic processes and supportive contexts. Frontiers Media SA. https://doi.org/10.3389/978-2-88966-642-3
  • Obidi, S. S. (1995). Skill acquisition through indigenous apprenticeship: A case study of the Yoruba blacksmith in Nigeria. Comparative Education, 31(3), 369–384. https://doi.org/10.1080/03050069529047
  • Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94(1), 23–33. https://doi.org/10.1037/0022-0663.94.1.23
  • Preacher, K. J. (2001). Calculation for the chi-square test: An interactive calculation tool for chi-square tests of goodness of fit and independence [Computer software]. Available from http://quantpsy.org.
  • Rogoff, B., Najafi, B., & Mejía-Arauz, R. (2014). Constellations of cultural practices across generations: Indigenous American heritage and learning by observing and pitching in. Human Development, 57(2–3), 82–95. https://doi.org/10.1159/000356761
  • Ronfard, S., Zambrana, I. M., Hermansen, T. K., & Kelemen, D. (2018). Question-asking in childhood: A review of the literature and a framework for understanding its development. Developmental Review, 49, 101–120. https://doi.org/10.1016/j.dr.2018.05.002
  • Tönnies, F. (1957). Community and society (Gemeinschaft und Gesellschaft). (C. P. Loomis, Trans.). The Michigan State University Press. (Original work published in German in 1887).
  • Wallaert-Pêtre, H. (2001). Learning how to make the right pots: Apprenticeship strategies and material culture, A case study in handmade pottery from Cameroon. Journal of Anthropological Research, 57(4), 471–493. https://doi.org/10.1086/jar.57.4.3631356
  • Weinstock, M. (2015). Changing epistemologies under conditions of social change in two Arab communities in Israel. International Journal of Psychology: Journal International de Psychologie, 50(1), 29–36.https://doi.org/10.1002/ijop.12130
  • Weinstock, M., Ganayiem, M., Igbaryia, R., Manago, A. M., & Greenfield, P. M. (2015). Societal change and values in Arab communities in Israel: Intergenerational and rural-urban comparisons. Journal of Cross-Cultural Psychology, 46(1), 19–38. https://doi.org/10.1177/00220221/1455/792
  • Whiting, B. B., & Whiting, J. W. M. (1975). Children of six cultures: A psychocultural analysis. Harvard University Press.
  • Zambrano, I. (2000). From na’ to know: Power, epistemology, and the everyday forms of state formation in Mitontik [Unpublished PhD dissertation]. Harvard University.
  • Zeng, R., & Greenfield, P. M. (2015). Cultural evolution over the last 40 years in China: Using the Google Ngram Viewer to study implications of social and political change for cultural values. International Journal of Psychology: Journal International de Psychologie, 50(1), 47–55. https://doi.org/10.1002/ijop.12125
  • Zhou, C., Yiu, W. Y. V., Wu, M. S., & Greenfield, P. M. (2017). Perception of cross generational differences in child behavior and parent socialization: A mixed-method interview study with grandmothers in China. Journal of Cross-Cultural Psychology, 49(1), 62–81. https://doi.org/10.1177/00220221177636029