Culture and Cognition

Nisbett, Richard E.; Norenzayan, Ara

doi:10.1002/0471214426.pas0213

Cited by 95 publications

(71 citation statements)

References 122 publications

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“…Therefore, we sought to systematically test for any regional differences in Gf gains. Such differences would not be surprising given the growing literature demonstrating culturally mediated effects on various aspects of cognitive functioning, including attention and learning (Ketay, Aron, & Hedden, 2009;Muggleton & Banissy, 2014;Nisbett & Norenzayan, 2002). Along a similar vein, we further tested for research laboratory effects by estimating whether transfer rates among studies involving the original n-back training researchers, S.M.J.…”

Section: Introductionmentioning

confidence: 99%

Improving Fluid Intelligence With Training on Working Memory: A Meta-Analysis

Au¹,

Sheehan²,

Tsai³

et al. 2014

PsycEXTRA Dataset

146

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Working memory (WM), the ability to store and manipulate information for short periods of time, is an important predictor of scholastic aptitude and a critical bottleneck underlying higher-order cognitive processes, including controlled attention and reasoning. Recent interventions targeting WM have suggested plasticity of the WM system by demonstrating improvements in both trained and untrained WM tasks. However, evidence on transfer of improved WM into more general cognitive domains such as fluid intelligence (Gf) has been more equivocal. Therefore, we conducted a metaanalysis focusing on one specific training program, n-back. We searched PubMed and Google Scholar for all n-back training studies with Gf outcome measures, a control group, and healthy participants between 18 and 50 years of age. In total, we included 20 studies in our analyses that met our criteria and found a small but significant positive effect of nback training on improving Gf. Several factors that moderate this transfer are identified and discussed. We conclude that short-term cognitive training on the order of weeks can result in beneficial effects in important cognitive functions as measured by laboratory tests.

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Section: Introductionmentioning

confidence: 99%

Improving Fluid Intelligence With Training on Working Memory: A Meta-Analysis

Au¹,

Sheehan²,

Tsai³

et al. 2014

PsycEXTRA Dataset

146

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“…As we have touched upon, cultural psychology or an individual's 'make-up' is a product of their respective culture (Nisbett et al, 2001). Nisbett & Norenzayan, (2002) viewed cultural psychology as an analysis of cultural environments and norms that affect the way people interact and think. This notion of culture that affects cognition and learning is supported in both anthropological and psychological studies ranging from Wood, Ford, Miller, Sobczyk, & Duffin (1996); Riding & Rayner (1998) Supporting pedagogy equity through understanding cultural psychology and culturally responsive practices (Gay, 2000) is integral to our research and is viewed as an enabler for the development of technology enhanced learning environments.…”

Section: Arguementioning

confidence: 99%

Cognitive learning styles and digital equity: searching for the middle way

Hardaker

Dockery

Sabki

2010

International Journal of Inclusive Education

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). For lifelong learning to become 'a reality for all' the Lisbon Strategy (European Commission, 2005) states everyone should have equal and open access to high quality learning opportunities throughout their lives (Reding, 2003). The Lisbon Strategy also emphasises that learning opportunities should be provided in a variety of ways to suit individual needs and this in part has shaped our research. 'Searching for the middle way' is driven by a desire to understand the lifelong learner in the context of styles of learning and the emerging implications of technology enhanced learning for digital equity . We begin with the view that learning is a cognitive process that is intrinsic to the learner in both formal and informal settings (Courtney, 1979). A traditional perspective on learning and education is explained by Merriam & Brockett (1997) who state:"learning can occur both incidentally and in planned educational activities, while, it is only the planned activities we call education."Our research adopts a contemporary lifelong learning perspective of education in both formal and informal settings and our understanding of 'equality for all' is shaped by a critical multicultural perspective (Delpit, 1995;Bennett, 1999;& Gay, 2000) that supports a commitment to learning about peoples' differences. The lifelong learning viewpoint has become an increasingly important perspective through the unprecedented growth of the Web and more recently Web 2.0 and participative social networks. The learning environment, physical and virtual space, is a characterising feature of learning along with the cognitive learning style. The move towards a more holistic use of the term lifelong learning embraces both formal and informal learning and in part is central to the renewed interest in learning styles. Recognizing cognitive learning styles is the first step educators need to take in order to be most effective in working with students of diversity and bridging across formal and informal settings (Tomes, 2008). According to Messick (1976) cognitive style is the inclination people have in processing information in a particular way. This way of processing comes from the individual learners' experiences and develops incrementally over time, and as such it is not easily changed or modified. According to Dunn et. al. (1981) cognitive style cannot be truly assessed or understood outside of the environment to which the learner finds themselves. As such this highlights the importance of research that takes into account not only the environment learners are in but also the social elements of culturally diverse learners and their respective experiences (Gay, 2000; and Neito, 2000). This is supported by Whetton & Cameron (2005) who see the identification and use of cognitive styles as a way for learners to improve their relationships with others as well as developing critical self-awareness. Cognitive style cannot be viewed in isolation, even though cognitive style can be seen as an individual's preferred or usual way of processing and orga...

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“…The PhD project will be primarily based on Nisbett's culture theory [6,7]. His theory focuses on the cognition and perception differences; for example, people from western countries and eastern countries will be different in causal attribution, categorization, and attention to the context vs. salient object [8].…”

Section: Culture Theorymentioning

confidence: 99%

Cultural Usability: The Effects of Culture on Usability Testing

Shi

2007

Lecture Notes in Computer Science

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Abstract. Culture has already played an important role in the global market. It not only affects products, but also impacts on usability evaluation methods. This project aims to examine in the established thinking aloud usability evaluation method (TA UEM), how does the evaluator build a supportive relationship and communicate effectively with the user in order to find relevant usability problems in culturally localized applications. It includes three parts, pilot study, field study and experiments, to get both qualitative data and quantitative data. From this project, we hope to find an effective way to structure our TA UEM methodology to capture or be sensitive towards the mental models and ways of thinking in different cultural groups.

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Culture and Cognition

Cited by 95 publications

References 122 publications

Improving Fluid Intelligence With Training on Working Memory: A Meta-Analysis

Improving Fluid Intelligence With Training on Working Memory: A Meta-Analysis

Cognitive learning styles and digital equity: searching for the middle way

Cultural Usability: The Effects of Culture on Usability Testing

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