CULTURE ACQUISITION A Holistic Approach to Human Learning Pittman, Eisikovits, & Dobbert, (1988)

OVERVIEW A THEORY OF ELABORATE SYSTEMS  Background  Primate Learning  Neurological Data  Development Theory  Theory  Holistic/Systems based  Cultural Patterns  Data Collection Method  Test of the Method  Analytic Experiments  Coding Eystem  Theory Application  Pilot Study  Methodology  Applying the System Theory

BACKGROUND  Authors attempting to create a theory to guide anthropological research on culture transmission and acquisition (learning) “A scientifically-based theory of cultural learning”  Developed  A set of forms to organize field notes  A detailed coding system to code observations  A taxonomy to describe events in which learning is taking place  Method of analysis  Tested out the theory in fieldwork, on previously collected data, and with a separate investigator using their system

FIRST SECTION  Authors attempted to ground their approach to theory development in previous research:  Primate Learning and Neurological understanding  Helps establish several points:  We are engineered by evolution to learn  We capture the context of a learning situation—we learn in patterns  Learning is multimodal, constant and inherently social  Learning is defined as: all non-maturational change  Culture: patterns of relating, knowing and believing, and surviving that each human community has constructed by choosing from and reconfiguring available options

THEORY DEVELOPMENT

Learner - Characteristics - Ability to Act - Actions - Cultural knowledge

Culture Patterns - Institutions - Activities - Group Size and Composition - Relational Atmosphere - Objects Learner - Characteristics - Ability to Act - Actions - Cultural knowledge

Cultural Information Stored in Social Patterns - Social interaction patterns - Patterns of Control & Response Cultural Settings and Locales Symbolic Correspondences Learner - Characteristics - Ability to Act - Actions - Cultural knowledge

Learner - Characteristics - Ability to Act - Actions - Cultural knowledge Other Persons - Characteristics - Values - Appropriateness of learner’s presence and behavior Cultural Information Stored in Social Patterns - Social interaction patterns - Patterns of Control & Response Cultural Settings and Locales Symbolic Correspondences

Learner Characteristics Ability to Act Actions Cultural Knowledge Other Persons Characteristics Values Appropriateness of learner’s presence and behavior Cultural Settings and Locales Symbolic Correspondences Social Interaction Patterns Named Institutions Activities Group Size and Composition Relational Expressive Atmosphere Objects Patterns of Control/Response No Response Mixed Response Affirming Response Denying Response

CODING SCHEMA  1. Relevant Aspects of Persons  1.1 Learner  1.11 Characteristics  Gender (M/F)  Age (I,CH,M,OP,Y,A,E)  1.12 Ability to Act (N,L,Pl,O,I,U,WJ,F,D)

CODING Setting Inst Atmosphere Group Activity Ability Act RespPerson Response Value H So H SP Cf J I P D E

DECISION TREE ANALYSIS Setting Inst Atmos Group Activity Ability Act RespPerson Response Value Cf H H SP I J I P D E C SoB ScE WIS1cF MCCSO OG Pl

ANALYSIS H So H SP Cf J I P DE H So H SP Cf J I P PE H So H SP Cf J I P AE H So H SP Cf J I P IE H So H SP Cf J I P L E H So H SP Cf J I P P E H So H SP Cf J I P D E H So H SP Cf J I P A E H So H SP Cf J I P D E H So H SP Cf J I P I E H So H SP Cf J I P L E H So H SP Cf J I P D E

SUMMARY  Authors wished to create a theory to guide anthropological research on culture transmission and acquisition (learning) – holistic, applicable across cultures, capturing the complexity of the learning environment  Developed  A set of forms to organize field notes  A detailed coding system to code observations  A taxonomy to describe events in which learning is taking place  Pilot tested the theory in fieldwork and on previously collected data  Then asked a separate investigator to use their system in his fieldwork  Finally, collected data in a new study with the revised system

Questions?

1.0 Goals ► 1.1 Active (Amplifier) ► 1.2 Social Purpose (Amplifier) ► 1.3 Self-assertive ► 1.4 Affective ► 1.5 Cognitive ► 1.6 Task 2.0Personal Agency  2.1 Capability beliefs 2.11 Optimism (Amplifier) 2.12 Strong 2.13 Medium 2.14 Weak ► 2.2 Context Beliefs 2.21 Mindful Tenacity (Amplifier) 2.22 Positive 2.23 Neutral/Variable 2.24 Negative 2.25 Reflection 3.0Emotions  3.1 Emotional Wisdom (Amplifier)  3.2 Salience  3.3 Potency  3.4 Interest  3.5 Satisfaction  3.6 Affection  3.7 Social-Emotional Learning 4.0 Support  4.1 Parents  4.2 Friends  4.3 Teachers/Counselors  4.4 Mentors 5.0Engagement  5.1 Dreaming  5.2 Dabbling  5.3 Exploration  5.4 Engagement  5.5 Intention Coherence  6.1 Weak  6.2 Moderate  6.3 Strong  6.4 Connection to school  6.5 Connection to occupation  6.6 Connection to play From: Bundick & Tirri, 2014; Ford & Smith, 2007; Malin, Reilly, Quinn & Moran, 2013; and Menon-Mariano & Savage, 2009