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Egocentric spatial language uses coordinates in relation to our body to talk about small-scale space ('put the knife on the right of the plate and the fork on the left'), while geocentric spatial language uses geographic coordinates ('put the knife to the east, and the fork to the west'). How do children learn to use geocentric language? And why do geocentric spatial references sound strange in English when they are standard practice in other languages? This book studies child development in Bali, India, Nepal, and Switzerland and explores how children learn to use a geocentric frame both when speaking and performing non-verbal cognitive tasks (such as remembering locations and directions). The authors examine how these skills develop with age, look at the socio-cultural contexts in which the learning takes place, and explore the ecological, cultural, social, and linguistic conditions that favour the use of a geocentric frame of reference.
- Sales Rank: #4572791 in Books
- Published on: 2010-09-27
- Original language: English
- Number of items: 1
- Dimensions: 8.98" h x .91" w x 5.98" l, 1.70 pounds
- Binding: Hardcover
- 408 pages
Review
"A remarkable illustration of how research can integrate concepts, methods and findings from cognitive and developmental psychology, as well as from cultural anthropology and linguistics, to explain the development and use of spatial frames of reference in a number of cultures."
--John W. Berry, Emeritus Professor of Psychology, Queen's University, Canada
"A wonderful contribution to the literature on child development in relation to language and culture."
--Penelope Brown, Max Planck Institute for Psycholinguistics
"Dasen and Mishra invite us to revisit the concept of spatial knowledge from a radically decentered perspective. From Bali through India to Nepal, they treat us to a fascinating journey into a variety of cultures. This book offers a richly documented, refreshing alternative to the Western view of human spatial cognition and language."
--Michel Denis, LIMSI-CNRS, National Center for Scientific Research, Orsay, France
About the Author
Pierre R. Dasen is Professor Emeritus of Anthropology of Education and Cross-cultural Psychology at the Faculty of Psychology and Education of the University of Geneva.He studied developmental psychology in Geneva, was an assistant to J. Piaget, and received a PhD from the Australian National University. He studied the cognitive development of Aboriginal children in Australia, Inuit in Canada, Baoule in Cote d Ivoire, and Kikuyu in Kenya; he has also contributed to research in cognitive anthropology among the Yupno of Papua-New-Guinea, and in Bali. His research topics have included visual perception, the development of sensori-motor intelligence, the causes and effects of malnutrition, the development of concrete operations as a function of eco-cultural variables and daily activities, defi nitions of intelligence, number systems, and spatial orientation. He has also been concerned with intercultural education, and in particular with the access of illegal migrant adolescents to professional training. His main interests are in everyday cognition, informal education, and parental ethnotheories, and his current research in India, Nepal, and Indonesia is on spatial language and cognitive development.
Ramesh C. Mishra is Professor in the Department of Psychology at the Banaras Hindu University, Varanasi, India. His principal interest is in cultural influences on human development, and he has contributed numerous articles to professional journals, both in India and abroad, in the fields of cognition, acculturation, schooling, and cross-cultural studies.
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