The first article is about the roots of folk biology.
As adults, we
think about the biological world in different ways than other
realms. We are, for example, more inclined to see purposes of
just the parts of animals and plants and not of the plant or
animal as a whole. In The Cognitive Challenge it questions the
expectations of preverbal infants manifested cognitively and
how do they form a basis for more sophisticated forms of
biological thought that emerges later in life? Preverbal infants
have been shown to react to self-directed movement in a
distinctive way, including moral attributions about geometric
figures that behave in ways suggesting willful action but it is
was linked to inferences about the agent having an attentional
orientation but these findings can be assumed to be evidence
for an early naïve psychology and not biology, and indeed one
classic view argues that a true appreciation of the biological
world as distinct from the psychological world does not emerge
until the school years. So, cognitive challenge can be
summarised as an approach to curriculum which focuses on
optimising the engagement, learning and achievement of highly
able children. The term is used by NACE to describe how
learners become able to understand and form complex and
abstract ideas and solve problems.
Moving on to the Three Possible Developmental Trajectories.
Setoh et al. offer three alternatives: a sense of the biological
world as such is present early on, a convergence of broader
cognitive biases resonates uniquely with living things, and a
specific predator/prey detection system appears first. The first
one is about growth, self-repair, and reproduction as common
to both categories, as well as attributing a vital force like food
and water. In the second account, of “converging construals,”
plants and animals are the only entities that conjointly have
essences and easily accommodate teleological interpretations.
The third account more squarely focuses on animals and
predator and prey detection. The concept of animal, however,
might not be nearly as salient early on as “dangerous agent” or
“nutritious agent.”
The second article is about time and culture. Cultures may
differ on many aspects of social time—its value, meaning, how
it should be divided, allocated, and measured. The following
dimensions are particularly prone to different cultural, as well
as individual, interpretations: First, work versus leisure, the
people on European countries tend to focus more on non-work
time then the people in the US or Japan who are workaholics.
Second is the Sequence, Each culture sets rules concerning the
appropriate sequence of tasks and activities. Like Is it work
before play, or vice versa? The most common example is the
time where children assumes the responsibilities of an adult. In
the philippines, it’s18 years old while in the other countries it’
21. The third one is the clock ans event time where Cultures
differ greatly in their adherence to “clock time”. For example
the time of the start and end of events. And in work some
workers may prosper under clearly defined schedules while
others may prefer to complete their work on their own
schedules. The fourth one is calendars, Many cultures use social
activities to define their calendars rather than the other way
around. The fifth one is Polychronic and Monochronic Time,
Polychronic they do several things at once while Monochronic
is one at a time. The sixth one is Silence and “Doing Nothing” In
some cultures, notably the United States and Western Europe,
silence makes people uncomfortable or denotes something is
wrong while in Japan, silence is comfortable. Seventh, Norms
Concerning Waiting Cultures differ in their norms for waiting,
not only how long it is appropriate to keep a person waiting but
how the rules change depending on the situation and the
people involved. Like the filipino time. Eight, Temporal
Orientation There are individual and cultural differences in
people’s orientation toward the past, present, and future.
Lastly, The Pace of Life There are profound differences in the
pace of life on many levels—individual temperament, cultural
norms, between places, at different times, during different
activities.
The third article is about hues and views, Color words are more
than a clever way to sell crayons. A study by British researchers
suggests that color words in a given language shape human
perception of color, perhaps explaining why some native
English-speaking children, familiar with the rainbow of colors in
the Crayola 64-pack, actually can tell "rust" from "brick" and
"moss" from "sage. A Rose by any other name is The study
tracked color naming, comprehension and memory in two
populations over three years. The authors say that as both
Himba and English children started learning their cultures’ color
terms, the link between color memory and color language
increased. Their rapid perceptual divergence once they
acquired color terms strongly suggests that cognitive color
categories are learned rather than innate, according to the
authors.
