Consideration of Culture in Cognition: How We Can Enrich Methodology and Theory

Abstract

In this paper, we argue that adopting an inclusive approach where diverse cultures are represented in research is of prime importance for cognitive psychology. To date, the inclusion of culture in cognition has not been entrenched in the mainstream of cognitive psychology. We propose that the time has come for this to change. In an analysis of articles in representative cognitive psychology journals over the five-year period of 2016-2020, we find that only approximately 7% of articles consider culture, broadly defined. Of these articles, a majority (83%) focus on language or bilingualism, with the small number of remaining articles considering a variety of aspects of culture on an array of cognitive processes. As our discipline aspires to make research more global and collaborative, cognitive psychologists will benefit by expanding sample selection beyond the WEIRD (Western, Educated, Industrialized, Rich, and Democratic) samples that have constituted the vast majority of research participants thus far. Advances in methodology and theory made possible by the last century of cognitive research can be not only leveraged, but also will be enriched by a study of more diverse populations, paving the way to uncover cognitive processes that may be universal or can systematically differ as a function of cultural variations. To make a case for broadening this scope, we characterize the types of research conducted thus far that bring a cross-cultural lens to the study of cognition, and we discuss classic cognitive research that is in line with incorporating a cross-cultural perspective and the compatibility between a cross-cultural perspective and the classic tenets of cognitive psychology. Recognizing that not every research question calls for a cross-cultural perspective, we make suggestions for how researchers can enrich the study of cognitive psychology by broadening their approaches to incorporate greater cultural representation in the study of cognition.