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Cognitive Anthropology A Qualitative Research Tradition Qualitative Research Traditions  Characterized by: – assumptions about human nature and society – focus of the study – methodology Jacob, E. (1987). Qualitative Research Traditions: A Review, Review of Educational Research, 57(1), 1-50. Example Traditions  Ecological Psychology  Holistic Ethnography  Ethnography of Communication  Symbolic Interactionism  Cognitive Anthropology – Ethnoscience – New Ethnography Cognitive Anthropology  Developed by Goodenough and Frake – Based heavily on linguistics  Study culture – Mentalistic Terms • Cultural categories • Organizing principles Assumptions  Culture – “Cognitive organizations of material phenomena” Groups have unique system for perceiving and organizing the world  Cultural knowledge reflected in language  – Semantics – Organized – Related Implications Do not study behavior Linguistics –Relationships between words Focus  Description of organization of cognitive system  2 questions: – “What material phenomena are significant for the people of some culture?” – “How do they organize these phenomena?” Implications  Compare individual culture – Then compare across cultures  Focus on Organizing principles – Not on substantive aspects  No theory testing Methodology  Description using participant’s categories  Cyclical  Identify symbols and relationships  Hypothesis testing More Methodology  Recording  Natural verbatim settings  Open-ended,  Controlled  Formal descriptive questions eliciting analysis Formal Analysis Internal consistency  Completeness  Form  Types:  – – – – domain analysis taxonomic analysis componential analysis theme analysis Applications  Mentalistic culture  Few done in educational settings  Two types: – Description of culture – Study of educational problems Description of Culture  Study of school settings  Sex Role culture w/in school  Teacher’s images of knowledge  Behavior b/w teachers and students  Categories of play b/w boys at recess Study of Educational Problems  Reading  College process students’ career choices  Social-race relations in school Disclaimers  Source – Paper – Presenter  Qualitative applications – whole or part?