The native mind and the cultural construction of nature.

By Scott Atran, Douglas L. Medin. 2008

331 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/515782467195e1f8fc9f0181fcb15743b0987bc6

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Citations in the corpus

The Evolution of Religion: How Cognitive By-Products, Adaptive Learning Heuristics, Ritual Displays, and Group Competition Generate Deep Commitments to Prosocial Religions (2010, background): “In figuring out who to learn from, learners consider both a model’s cues of success, skill, and370 prestige (among other cues) and whether a models’ expressed beliefs are supported by diagnostic actions that permit an assessment of the model’s underlying degree of commitment to their expressed…”
How to learn about teaching: An evolutionary framework for the study of teaching behavior in humans and other animals. (2014, background): “Field studies of the effects of social networks on transmission by Atran and Medin (2008) and Henrich and Broesch (2011) might be adapted to tease out distinctions between the effects of network structure and effects of TPIs, as well.”
Who Sees Human? (2010, background): “…that ascribes ‘‘spirits’’ to their rainforest habitat, follow more sustainable ecological practices than do other groups inhabiting the same area (Atran & Medin, 2008; Note: For each item, the first letter indicates type of agent (a¼ animal, n¼ nature, t¼ technology)with attribute indicated…”
The cultural niche: Why social learning is essential for human adaptation (2011, background): “The availability of large amounts of valuable cultural information would have favored the evolution of bigger brains equipped to acquire, store, organize, and retrieve cultural information, a fact that may explain the rapid increase in human encephalization over the last 500,000 y and the evolution ”
Growing Up Green : Becoming an Agent of Care for the Natural World (2009, background): “Atran and Medin (2008) illustrate these relationships in their comparison of Mayan, Menominee Indian, and rural and urban majority-culture children in North America.”
Connectedness as a Core Conservation Concern: An Interdisciplinary Review of Theory and a Call for Practice (2014, background): “‘‘Nature’’ is largely a social-cultural construction and its conceptualization will vary across—and inevitably be influenced by—such contexts, including disciplinary epistemologies [26].”
What Plants and Animals Do Early Childhood and Primary Students’ Name? Where Do They See Them? (2011, unknown): “However, worldwide children have the same difficulties in learning about the life histories, adaptations, and habitats of animals (Atran and Medin 2008).”
The Ontogeny of Cultural Learning. (2016, background): “Evidence that culture impacts psychological development is long-standing (Atran & Medin, 2008; Cole, 1996; Kruger & Tomasello, 1996; Lave & Wenger, 1991; LeVine, Levine, Schnell-Anzola, Rowe, & Dexter, 2012; Miller & Goodnow, 1995; Rogoff, 1990; Scribner & Cole, 1973; Serpell, 1976; Shweder, 1990;…”
2008 Wallace Foundation Distinguished Lecture—The Centrality of Culture to the Scientific Study of Learning and Development: How an Ecological Framework in Education Research Facilitates Civic Responsibility (2008, methodology): “My second illustrative example is the program of research carried out by Douglas Medin of Northwestern University and Megan Bang of TERC (Atran & Medin, 2008; Bang, Medin, & Atran, 2007; Medin & Atran, 1999; Medin, Unsworth, & Hirschfield, 2007; Ross, Medin, & Cox, 2007).”