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| Orienting Concepts and Ways of Understanding the Cultural Nature of Human Development | |
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| Looking for Cultural Regularities | |
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| One Set of Patterns: Children's Age-Grading and Segregation from Community Endeavors or Participation in Mature Activities | |
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| Other Patterns | |
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| Orienting Concepts for Understanding Cultural Processes | |
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| Moving Beyond Initial Assumptions | |
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| Beyond Ethnocentrism and Deficit Models | |
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| Separating Value Judgments from Explanations | |
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| Diverse Goals of Development | |
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| Ideas of Linear Cultural Evolution | |
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| Moving Beyond Assumptions of a Single Goal of Human Development | |
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| Learning through Insider/Outsider Communication | |
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| Outsiders' Position | |
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| Insiders' Position | |
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| Moving between Local and Global Understandings | |
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| Revising Understanding in Derived Etic Approaches | |
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| The Meaning of the "Same" Situation across Communities | |
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| Development as Transformation of Participation in Cultural Activities | |
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| A Logical Puzzle for Researchers | |
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| An Example: "We always speak only of what we see" | |
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| Researchers Questioning Assumptions | |
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| Concepts Relating Cultural and Individual Development | |
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| Whiting and Whiting's Psycho-Cultural Model | |
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| Bronfenbrenner's Ecological System | |
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| Descendents | |
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| Issues in Diagramming the Relation of Individual and Cultural Processes | |
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| Sociocultural-Historical Theory | |
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| Development as Transformation of Participation in Sociocultural Activity | |
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| Individuals, Generations, and Dynamic Cultural Communities | |
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| Humans Are Biologically Cultural | |
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| Prepared Learning by Infants and Young Children | |
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| Where Do Gender Differences Come From? | |
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| Participation in Dynamic Cultural Communities | |
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| Culture as a Categorical Property of Individuals versus a Process of Participation in Dynamically Related Cultural Communities | |
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| The Case of Middle-Class European American Cultural Communities | |
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| Conceiving of Communities across Generations | |
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| Child Rearing in Families and Communities | |
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| Family Composition and Governments | |
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| Cultural Strategies for Child Survival and Care | |
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| Infant-Caregiver Attachment | |
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| Maternal Attachment under Severe Conditions | |
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| Infants' Security of Attachment | |
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| Attachment to Whom? | |
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| Family and Community Role Specializations | |
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| Extended Families | |
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| Differentiation of Caregiving, Companion, and Socializing Roles | |
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| Sibling Caregiving and Peer Relations | |
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| The Community as Caregiver | |
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| Children's Participation in or Segregation from Mature Community Activities | |
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| Access to Mature Community Activities | |
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| "Pitching in" from Early Childhood | |
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| Excluding Children and Youth from Labor--and from Productive Roles | |
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| Adults "Preparing" Children or Children Joining Adults | |
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| Engaging in Groups or Dyads | |
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| Infant Orientation: Face-to-Face with Caregiver versus Oriented to the Group | |
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| Dyadic versus Group Prototypes for Social Relations | |
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| Dyadic versus Multiparty Group Relations in Schooling | |
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| Developmental Transitions in Individuals' Roles in Their Communities | |
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| Age as a Cultural Metric for Development | |
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| Developmental Transitions Marking Change in Relation to the Community | |
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| Rates of Passing Developmental "Milestones" | |
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| Age Timing of Learning | |
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| Mental Testing | |
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| Development as a Racetrack | |
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| According Infants a Unique Social Status | |
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| Contrasting Treatment of Toddlers and Older Siblings | |
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| Continuities and Discontinuities across Early Childhood | |
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| Responsible Roles in Childhood | |
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| Onset of Responsibility at Age 5 to 7? | |
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| Maturation and Experience | |
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| Adolescence as a Special Stage | |
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| Initiation to Manhood and Womanhood | |
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| Marriage and Parenthood as Markers of Adulthood | |
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| Midlife in Relation to Maturation of the Next Generation | |
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| Gender Roles | |
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| The Centrality of Child Rearing and Household Work in Gender Role Specializations | |
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| Sociohistorical Changes over Millennia in Mothers' and Fathers' Roles | |
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| Sociohistorical Changes in Recent Centuries in U.S. Mothers' and Fathers' Roles | |
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| Occupational Roles and Power of Men and Women | |
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| Gender and Social Relations | |
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| Interdependence and Autonomy | |
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| Sleeping "Independently" | |
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| Comfort from Bedtime Routines and Objects | |
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| Social Relations in Cosleeping | |
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| Independence versus Interdependence with Autonomy | |
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| Individual Freedom of Choice in an Interdependent System | |
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| Learning to Cooperate, with Freedom of Choice | |
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| Adult-Child Cooperation and Control | |
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| Parental Discipline | |
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| Teachers' Discipline | |
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| Teasing and Shaming as Indirect Forms of Social Control | |
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| Conceptions of Moral Relations | |
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| Moral Reasoning | |
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| Morality as Individual Rights or Harmonious Social Order | |
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| Learning the Local Moral Order | |
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| Mandatory and Discretionary Concepts in Moral Codes | |
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| Cooperation and Competition | |
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| Cooperative versus Competitive Behavior in Games | |
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| Schooling and Competition | |
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| Thinking with the Tools and Institutions of Culture | |
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| Specific Contexts Rather Than General Ability: Piaget around the World | |
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| Schooling Practices in Cognitive Tests: Classification and Memory | |
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| Classification | |
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| Memory | |
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| Cultural Values of Intelligence and Maturity | |
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| Familiarity with the Interpersonal Relations used in Tests | |
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| Varying Definitions of Intelligence and Maturity | |
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| Generalizing Experience from One Situation to Another | |
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| Learning to Fit Approaches Flexibly to Circumstances | |
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| Cultural Tools for Thinking | |
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| Literacy | |
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| Mathematics | |
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| Other Conceptual Systems | |
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| Distributed Cognition in the Use of Cultural Tools for Thinking | |
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| Cognition beyond the Skull | |
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| Collaboration in Thinking across Time and Space | |
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| Collaboration Hidden in the Design of Cognitive Tools and Procedures | |
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| An Example: Sociocultural Development in Writing Technologies and Techniques | |
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| Crediting the Cultural Tools and Practices We Think With | |
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| Learning through Guided Participation in Cultural Endeavors | |
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| Basic Processes of Guided Participation | |
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| Mutual Bridging of Meanings | |
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| Mutual Structuring of Participation | |
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| Distinctive Forms of Guided Participation | |
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| Academic Lessons in the Family | |
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| Talk or Taciturnity, Gesture, and Gaze | |
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| Intent Participation in Community Activities | |
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| Cultural Change and Relations among Communities | |
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| Living the Traditions of Multiple Communities | |
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| Conflict among Cultural Groups | |
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| Transformations through Cultural Contact across Human History | |
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| An Individual's Experience of Uprooting Culture Contact | |
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| Community Changes through Recent Cultural Contacts | |
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| Western Schooling as a Locus of Culture Change | |
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| Schooling as a Foreign Mission | |
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| Schooling as a Colonial Tool | |
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| Schooling as a Tool of U.S. Western Expansion | |
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| The Persistence of Traditional Ways in Changing Cultural Systems | |
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| Contrasting Ideas of Life Success | |
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| Intervention in Cultural Organization of Community Life | |
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| Dynamic Cultural Processes: Building on More Than One Way | |
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| Learning New Ways and Keeping Cultural Traditions in Communities Where Schooling Has Not Been Prevalent | |
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| Immigrant Families Borrowing New Practices to Build on Cultural Traditions | |
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| Learning New Ways and Keeping Cultural Traditions in Communities Where Schooling Has Been Central | |
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| Cultural Variety as an Opportunity for Learning--for Individuals and Communities | |
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| The Creative Process of Learning from Cultural Variation | |
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| A Few Regularities | |
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| Concluding with a Return to the Orienting Concepts | |
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| References | |
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| Credits | |
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| Index | |