Quantitative researchers often infer the validity of a construct through some quantitative (statistical) manipulation of the numerical responses to scale or questionnaire items. The participants' meaning construction of these items, especially with affective and personality scales, are usually unexplored or assumed equivalent. The current study investigates the defensibility of such a position based on the socio-constructive view on meaning construction. The current study explored how respondents interpreted the items from the Bem Sex Role Inventory (BSRI). The instrument was chosen for its popularity, its empirically based development, and for the culturally significant issue the scale addresses. Bem also proposed a gender schema theory to account for sex related cognitive processing. Forty participants, equally divided into male and female, undergraduate and working adult groups, completed self-ratings on the Masculinity and Femininity items from the BSRI. They performed "think aloud" on half of the items while rating themselves. They also completed a follow-up interview providing more in-depth interpretations of scale items and their conceptualization of masculinity and femininity. The "think aloud" and the interviews were audiotape-recorded, transcribed, and analyzed. The results showed that the respondents constructed various meanings for each item. There were commonly shared meanings, less shared meanings, rare, and unique meanings. There were also misinterpretations. Participants conceptualized "being masculine" and "being feminine" in many dimensions, including physical features and personal appearance. The current study identified sex differences in meaning constructions, including the contexts in which meanings were situated. The current study also found substantial differences between the student and the adult participants' meaning constructions. The limitations of the current study and its implications for test construction are discussed.

Previous research has shown that language differences can cause cognitive differences, and that. the availability of certain lexical terms can predispose individuals to certain ways of thinking. The fundamental attribution error (FAE), or the tendency to favor dispositional over situational explanations, is more common in Western, individualistic cultures than in Eastern, collectivist ones. In this study, bilingual South Asian-Americans read scenarios, in English and in Urdu, and rated the extent to which target individuals and situational variables were responsible for the events. It was hypothesized that the availability of a dispositional word in the language of presentation would predispose participants to commit the FAE. Results did not support that hypothesis. However, there was some indication that familiarity with a language increases the tendency to commit the FAE. Possible reasons for the findings are discussed. / Department of Psychological Science

Using the Material Engagement Theory of Cognitive Archaeologist Lambros Malafouris as its framework, the thesis offers a unique synthesis of data from neuroscience, ethnography, linguistics, and archaeology to outline how number concepts are realized, manipulated, and elaborated. The process is described as an interactivity of psychological processes like numerosity, behaviors that manipulate objects into concept-generating stimuli, and material objects with semiotic qualities distinct from those of language and agency distinct from that of brains and bodies. The counting technologies of the Ancient Near East (ANE) are then analyzed through archaeological and textual evidence spanning the late Upper Paleolithic to the Bronze Age, from the first realization of number concepts in a pristine original condition to their elaboration into one of the ancient world's greatest mathematical traditions, a foundation for mathematical thinking today. Insights from the way numbers are realized through psychological-behavioral-material interactivity are used to challenge three dominant conceptualizations of ANE numbers: first, the idea that the ANE numerical lexicon would have counted only to very low numbers; second, that Neolithic tokens were the first counting technology; and third, that numbers were 'concrete' before they became 'abstract'. Considering archaeological evidence from the Epipaleolithic Levant and drawing on linguistic and ethnographic evidence to characterize the regional prehistory, the thesis suggests that the numerical lexicon would have included relatively high numbers prior to the Neolithic; that finger-counting (linguistically attested) and tallies (archaeologically attested) would have preceded tokens; and that numbers are 'abstract' concepts whose content changes in conjunction with the incorporation and use of different material forms. The evidence provided to support these alternatives implies that numbers may have originated in the late Upper Paleolithic and arithmetic early in the Neolithic, pushing the onset of these capabilities further back than is commonly held. In addition to tallies and tokens, the thesis explores fingers and numerical notations as material artifacts, enabling an analysis of how materiality might structure numerical concepts, influence a number system's capabilities, limitations, and elaboration potential, and affect brains and behavior over cultural spans of time. Insights generated by the case study are then applied to the role of materiality in cognition more generally, including how concepts become distributed across multiple material forms; the reasons why materiality might be transparent (or invisible) in cognition; and the differences between thinking through and thinking about materiality.

Arising out of a need, expressed by Clinical Psychologists in the Grahamstown region, for the fair assessment of secondary School African pupils, norms for the Raven's Standard Progressive Matrices (SPM) were established. Two methods of presentation were used, the first using the original instructions of John Raven translated into the students' first language of Xhosa, hence-forth referred to as the Alternate sample. The second method of presenting the instructions was adapted, to include the use of visual aids and active participation in the instruction phase of the test, hence-forth referred to as the Normative sample. In addition to the establishment of norms, the two methods of test presentation were investigated to see if the method of presentation had an effect on the results of the Raven's SPM. The population was drawn from the three African Secondary Schools in the Grahamstown municipality. The total population consisted of 3 232 students. Classes were randomly sampled across the three schools, with the average age of the Normative sample being 19.3 years. The sample consisted of 812 pupils, 711 in the Normative sample and 101 in the Alternate Sample. The following results and conclusions arose from the study: 1) Norms generated were considerably lower than previously established norms in similar studies. 2) t-Test results indicated that the method of test presentation on the Raven's SPM is important when assessing students that may be regarded as 'disadvantaged'. 3) Respondents scored significantly higher when the method of presenting the instructions ensured a greater understanding of the task demanded of the respondents. 4) The analyses of covariance indicate that male subjects score significantly higher than female subjects, and that there is a significant difference between the ages and educational standard, on the scores of the Raven's SPM. 5) The differences found contradict previous findings using the test, and question the cultural fairness of the test.

Thesis (DLitt)--Stellenbosch University, 2005 / ENGLISH ABSTRACT: A survey of the research on the Biblical Hebrew psalms of lamentation reveals a lack of attention paid to the divine images found in these poems. Previous studies, for the most part, focused on literary and stylistic aspects pertaining to the Psalms in general and the psalms of lamentation in particular. The competent reader will, however, notice that divine metaphors abound in these psalms. This study investigates the divine metaphors (nominal and verbal) in the Biblical Hebrew psalms of lamentation from a cognitive anthropological perspective. It is argued that the literary information in these poems is a cognitive representation of the psalmist's world. The various divine portrayals arise from the poet's cognitive organisation and utilisation of cultural information. The analysis of the metaphorical expressions affords the exegete insight into the cognitive world of the supplicant and the strategies employed by the one who offers praise and does not eschew lament. Some of the theoretical assumptions of cognitive anthropology are applied to a selection of psalms of lamentation (Pss. 7, 17, 31, 35, 44, 59, 74 and 80) as a means of illustrating how this approach can shed new light on the way the deity is depicted in the laments. To achieve this, each psalm is analysed both from a cognitive and literary perspective. The examination of the divine metaphors reveals the various cognitive strategies employed to portray Yahweh. It is shown that these recurring images result from the application of cultural models, conceptual metaphors and image-schemas. Given the soundness of the proposed hypothesis, this investigation arrives at the conclusion that a cognitive perspective on the divine representations in the Biblical Hebrew psalms of lamentation is indeed a worthy endeavour. / AFRIKAANSE OPSOMMING: "n Oorsig van die navorsing oor die klaagpsalms wys uit dat daar tot dusver nie baie aandag geskenk is aan die beelde wat in dié psalms gebruik word om na God te verwys nie. Vorige studies fokus meestalop die literêre en stilistiese aspekte van die psalms, in die algemeen, en die klaagpsalms in die besonder. 'n Kompetente leser sal egter gou die oorvloed van metafore vir God raaksien. Hierdie studie ondersoek die metafore vir God (nominaal en verbaal) in die klaagpsalms vanuit 'n kognitief antropologiese perspektief. Daar word geargumenteer dat die literêre informasie in hierdie gedigte 'n kognitiewe voorstelling van die psalmis se lewenswêreld daarstel. Die verskeie Godsvoorstellings spruit uit die digter se kognitiewe aanwending en organisasie van kulturele informasie. 'n Analise van die metaforiese uitdrukkings verskaf aan die eksegeet insig in die kognitiewe wêreld van die bidder en die strategieë wat die een gebruik wat God se lof besing, sonder om klag uit te sluit. Van die insigte van die kognitiewe antropologie word toegepas op 'n seleksie van klaagpsalms (Ps. 7,17,31,35,44,59,74,80) en daar word voorgehou hoe hierdie benadering nuwe perspektiewe bied op die wyse waarop die godheid voorgestel word in die klaagpsalms. Vir die doel word elke Psalm literêr en kognitief ontleed. Die ondersoek na die metafore met betrekking tot God lê die verskeie kognitiewe strategieë bloot wat gebruik word om Jahwe voor te stel. Daar word aangetoon dat hierdie terugkerende beelde die gevolg is van die toepassing van kulturele modelle, konsepsuele metafore en beeldskemas. Gegewe die oortuigingskrag van die voorgestelde hipotese, konkludeer die ondersoek dat 'n kognitief-antropologiese perspektief op die Godsvoorstellings in die klaagpsalms inderdaad 'n belangrike onderwerp van navorsing is.

The present study draws on recent sociological literature that argues that the study of cognition and culture can benefit from theories of embodied cognition. The concept of semantic internalization is introduced, which is conceptualized as the ability to perceive and articulate the topics that are of most concern to a community as they are manifested in social discourse. Semantic internalization is partly an application of emotional intelligence in the context of community-level discourse. Semantic internalization is measured through the application of Latent Semantic Analysis. Furthermore, it is investigated whether this ability is related to an individual’s social capital and habitus. The analysis is based on data collected from the online review platform yelp.com.

The purpose of this study is to understand culture as a factor in the motivation of heritage speakers of Spanish to study Spanish at the college level in South Florida. 59 participants divided into three groups of heritage speakers of Spanish at Florida Atlantic University at Boca Raton participated in a questionnaire survey, for a combination of quantitative and qualitative analyses. Subjects were grouped according to the degree of involvement in Spanish-related activities at the college-level. The instrument was a combination of Likert-scale questions as well as open-ended questions aimed at clarifying or expanding on topics presented during the Likert-scale part of the questionnaire. The findings of this study indicate that most heritage speakers understood culture as a part of their identity. Students who were enrolled in Spanish classes were not just looking to expand their Spanish knowledge, but to re-connect and re-establish links with their cultural heritage. Finally, those who chose not to study Spanish cite as their most important reason a dislike for the Spanish language. The results revealed the following implications for the heritage speaker curriculum: the need to address the unique demographic make-up of Spanish heritage speakers in South Florida; the necessity for a consistent and reliable methodology for the identification of heritage speakers, and; the importance of instructors' sensitivity to regional and social dialect variation. / by Carolina M. Seiden. / Table of Contents lists pg. 258 as Vita, but that page is the last page of the bibliography. / University Library's copy lacks signatures of the Supervisory Committee. / Thesis (Ph.D.)--Florida Atlantic University, 2008. / Includes bibliography. / Electronic reproduction. Boca Raton, FL : 2008 Mode of access: World Wide Web.

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This project demonstrates teaching strategies designed to illustrate bicultural identity development and reading skills in an English as a Foreign Language program for the elementary school level..

Cette recherche analyse l'effet des scripts culturels: forme de représentations mentales d'événements familiers, sur la compréhension de textes (familier et non-familier) auprès de 76 adultes anglophones de niveaux Supérieur II et Intermédiaire III en français langue seconde. Chaque texte est accompagné d'un test de reconnaissance différée comportant trois types de phrases: explicites (tirées mot à mot du texte), implicites (plausibles et non-incluses dans le texte) et ajouts incongruents (sémantiquement non-plausibles). Des analyses de variance (2 niveaux de connaissances linguistiques X 2 niveaux de familiarité) à mesures répétées sur le dernier facteur sont réalisées pour chaque type de phrases. Pour les phrases explicites, les résultats montrent des différences significatives entre les niveaux de connaissances linguistiques. Pour les phrases implicites et les ajouts incongruents, les différences sont significatives entre les niveaux de connaissances linguistiques et entre les niveaux de familiarité. Les facteurs: familiarité et linguistique, semblent affecter la compréhension de textes écrits. / Québec Université Laval, Bibliothèque 2019