1. CULTURE, LANGUAGE AND EVERYDAY COGNITION

2. LECTURE OUTLINE I Background I Background II Culture, Language and Cognition II Culture, Language and Cognition Sapir-Whorf hypothesis Sapir-Whorf hypothesis Colour naming Colour naming Number marking Number marking Coding for spatial location Coding for spatial location

3. LECTURE OUTLINE (cont) III Culture and Everyday Cognition III Culture and Everyday Cognition Cultural psychology Cultural psychology Categorization Categorization Memory Memory Everyday mathematics Everyday mathematics Measurement Measurement Geometry Geometry Arithmetic Arithmetic IV Conclusions IV Conclusions

4. I Background Understanding cognition in context Understanding cognition in context Linguistic, ecological, environmental, Linguistic, ecological, environmental, social, institutional social, institutional

5. II Culture, Language and Cognition Sapir-Whorf hypothesis Sapir-Whorf hypothesis Linguistic relativity Linguistic relativity Language affects thought Language affects thought

6. COLOUR NAMING Berlin and Kay (1969) Berlin and Kay (1969) colour names and focal colours colour names and focal colours Heider and Olivier (1972) Heider and Olivier (1972) memory and focal colours memory and focal colours research with Dani and English speakers research with Dani and English speakers Robertson, Davies & Davidoff (2000) researc Robertson, Davies & Davidoff (2000) researc naming, memory, categorization naming, memory, categorization research with Berinmo and English speakers research with Berinmo and English speakers

7. Naming, Memory and Categorization Bernimo patterns of naming and memory were more highly related to each other than Bernimo memory was to English memory Bernimo patterns of naming and memory were more highly related to each other than Bernimo memory was to English memory Category learning for focal vs nonfocal colour in Bernimo did not differ Category learning for focal vs nonfocal colour in Bernimo did not differ Colour categorization was poorer in Bernimo speakers than English speakers Colour categorization was poorer in Bernimo speakers than English speakers

8. NUMBER MARKING Research by Lucy (1992) and colleagues Research by Lucy (1992) and colleagues Yucatec Maya and English speakers Yucatec Maya and English speakers Categorization preferences Categorization preferences

9. CODING OF SPATIAL LOCATIONS Research by Levinson (1996) Research by Levinson (1996) Guugu Yiimithirr and English speakers Guugu Yiimithirr and English speakers Differential accuracy of identifying spatial locations Differential accuracy of identifying spatial locations

10. III CULTURE AND EVERYDAY COGNITION Issues in mainstream cognitive Issues in mainstream cognitive psychology psychology Contributions of cultural psychology Contributions of cultural psychology

11. CATEGORIZATION AND MEMORY Kpelle of Liberia: Functional and taxonomic categorization Kpelle of Liberia: Functional and taxonomic categorization Categorization and memory in Kpelle Categorization and memory in Kpelle Memory and oral traditions in Botswana Memory and oral traditions in Botswana

12. EVERYDAY MATHEMATICS Measurement Measurement Volume estimation in Kpelle (Cole) Volume estimation in Kpelle (Cole) Time estimation in Indians (Saraswathi) Time estimation in Indians (Saraswathi) Geometric principles Geometric principles Basket weavers in Mozambique (Gerdes) Basket weavers in Mozambique (Gerdes) Carpenters in South Africa (Millroy) Carpenters in South Africa (Millroy) Arithmetic: area estimation Arithmetic: area estimation Cane cutters and supervisors in Brazil (Acioly) Cane cutters and supervisors in Brazil (Acioly)

13. IV CONCLUSION The importance of context in understanding cognitive processes The importance of context in understanding cognitive processes The contributions of cultural psychologists to understanding everyday cognition The contributions of cultural psychologists to understanding everyday cognition

14. Cultural differences in cognition reside more in the contexts within which cognitive processes manifest themselves than in the existence of a particular process (such as logical memory or theoretical responses to syllogisms) in one culture and its absence in another Cole (1988)