By Pierre R. Dasen, Ramesh C. Mishra
Selfish spatial language makes use of coordinates with regards to our physique to discuss small-scale area ('put the knife at the correct of the plate and the fork at the left'), whereas geocentric spatial language makes use of geographic coordinates ('put the knife to the east, and the fork to the west'). How do teenagers discover ways to use geocentric language? And why do geocentric spatial references sound unusual in English once they are average perform in different languages? This booklet experiences baby improvement in Bali, India, Nepal, and Switzerland and explores how kids learn how to use a geocentric body either whilst conversing and appearing non-verbal cognitive initiatives (such as remembering destinations and directions). The authors study how those abilities boost with age, examine the socio-cultural contexts within which the training occurs, and discover the ecological, cultural, social, and linguistic stipulations that favour using a geocentric body of reference.
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Additional resources for Development of Geocentric Spatial Language and Cognition: An Eco-cultural Perspective
It attempts to combine a variety of theoretical frameworks that have appeared over three or four decades, and that have guided our research for a long time. The basic idea is that the individual’s behavior, and particularly the child’s development, occur in interaction with contexts. Super and Harkness (1986, 1997) have presented this under the concept of the “developmental niche,” namely the system formed by the developing individual, the physical and social settings in which it occurs, child-rearing customs, and parental ethnotheories (see also Sabatier, 1994; Grigorenko, 2001).
It is also indicated that in early years the concepts are more uniform, but as children grow, the concepts start showing variations. Factors like the increase in vocabulary, greater experience with language through interaction with others and the development of cognitive flexibility in language use create a language-specific bias in conceptualization of the world that comes to dominate the non-linguistic classification in later years of childhood (Lucy & Gaskins, 2001). These factors seem to facilitate the writing of the “syntax of thought” (Braine, 1994) among older children in a manner that is different from that of the younger children.
880); 2) The egocentric (LRFB) system is absent in this language. The author concludes: Tzotzil children seem to acquire an orientation skill at an earlier age than is predicted by Piagetian studies of the development of spatial cognition. The data reported here thus suggest that a geocentric system in grammar may have an influence on the acquisition of a spatial skill. More comparative research between languages with and without geocentric location remains to be done to assess this preliminary finding.