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Question 1

final class experiment q’s and results

Answer 1

Study 1: Naturalistic observation of weaving apprenticeship

o Hypothesis: still hypothesis driven in qualitative work.
o More independence and less learner corrections in generation 2 than generation 1.
o Results:
o Generation 2 (1990’s) were more independent than generation 1 (1970’s) meaning that people were more culturally innovative.
o Not uniform effect, people with the most cultural innovation were people who held more interactions with the new market commerce economic system (i.e., mediation).

Study 2: Change of Cognition
o Hypothesis: we predict that subsistence agriculture will be correlated more with concrete interpretations and cognitive representations and market commerce will be more correlated with more abstract representations.
o Do changes the environment change people’s perception and their cultural artifacts?
o Method: experiment using pattern block task (i.e., participants asked to arrange red and white blocks into patterns like they would when weaving).
o DV: the width of the block used (i.e., wider sticks being used to fill in for multiple smaller sticks was indicative of more abstract thinking).
o Results:

o Prediction: generation two will use more abstract representations than generation one (i.e., use more wider blocks).
o Results:
o Generation two used more abstraction thinking than generation one (i.e., more wider block substitutes) and more skill in developing novel patterns (i.e., more innovative).
o Formal schooling increased use of abstraction.
o Conclusion: Macro-Econ challenges affect micro-level socialization practices (i.e., schooling which favors teaching abstract thinking, and independence produce children who are better and being innovative and deviating from the norm.

*evidence of change in cognition due to changes in the environment and how this in
turn influences the school system to foster skill relevant to their new economic
system.

*example of a mixed methods approach (i.e., naturalistic observation and
experimental design allows us to answer a specific question).

Question 2

apprentice vs. novice/liberty explained

Answer 2

o Study 1:
o If the community moves from a subsistence agriculture to a market commerce economy system will they also shift from an apprenticeship/cultural conservation to a novice liberty/ cultural innovation system?
o Study 2:
o Does a move from subsistence agriculture (concrete bartering) too commerce (money-based-exchange) lead to a shift from concrete to abstract cognitive processing?

o For example, apprenticeship cultural transmission is a way to preserve cultural traditions by a member of the older generation teaches the traditional ways, monitors and corrects errors by the novice.
o For example, a novice/liberty method of cultural transmission allows more creative expression and innovation by the novice.

*does changes in the economy’s structure (environment) change cultural perceptions and
behavior?