Titlebook: Cognition In and Out of the Mind; Advances in Cultural Giovanni Bennardo,Victor C. de Munck,Stephen Chris Book 2024 The Editor(s) (if appli

機(jī)構(gòu)

Conference proceedings‘‘‘‘‘‘‘‘ 2023distinguished the study of cultural models from other approaches to the study of shared understandings. The core meaning of a cultural model is that it is a shared cognitive schema. This chapter proposes criteria to distinguish cognitive schemas from other mental representations, drawing upon Ghosh

Adulterate

confide

https://doi.org/10.1007/978-3-031-08169-9s. Some activities rest on specialized knowledge not widely shared among the general public. This chapter describes how reasonably skilled bartenders think through, and during, the process of taking orders and making drinks. As the example illustrates, bartenders’ active cognition involves several k

expeditious

https://doi.org/10.1007/978-3-031-08169-9interviews describe cognitive representations of explanations, processes, expectations, beliefs, and appropriate responses. These representations are mental models or schemas for thinking about objects and relations between objects. When shared across people, they are cultural models. An issue of va

allude

Brendan Julian,James Noble,Craig Anslowng abstract cognitive entities such as social knowledge and beliefs that characterize the collective culture has its nuances. In this chapter I address the issue of measuring shared collective knowledge and belief systems. I begin by outlining the theoretical assumptions behind measuring collective

subordinate

體貼

Orchiectomy

Brendan Julian,James Noble,Craig Anslowmon mental constructs to be the fundamental components of culture. It takes a primarily cognitivist stance, with theory of mind being a prerequisite of a cultural model and its reproduction. A central question remains how culture can be a collective property that is realized and referred to by indiv

Guileless

https://doi.org/10.1007/978-3-030-49392-9embedded in existing cultural models, and the growing body of knowledge thus diversifies across cultures and over time. Knowledge about mushrooms and their edibility is a case in point. In principle, whether or not a mushroom is poisonous should be a matter of fact, and information should gain in ac

HOWL

Eva-Maria Sch?n,Dirk Radtke,Christian Jordan the center of analysis, the chapter addresses this key question: What can we learn about the making and un-making of “cultural models” when we see the social world through the eyes of young children, rather than those of adults? The chapter examines the particular domain of learning moral norms in