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2011-Ross and Revilla-Minaya - Cognitive Studies in Ethnobiology What Can We Learn About the Mind as Well as Human Environmental Interaction

2011-Ross and Revilla-Minaya - Cognitive Studies in Ethnobiology What Can We Learn About the Mind as Well as Human Environmental Interaction

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4/25/2012
1:17:16PM
1
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EKSTROM LIBRARY book stacksGN 476.7 .E745 2011
1111111
lllllllllllll\111111111111\lllllllllll\1111
ILL#:90391324Journal Title:
Ethnobiology
1
Edited by
E.
N.
Anderson,
D.
Pearsall,
E.
Hunn,
N.
Turner.
Vol:
No:
MonthNear:
/2011
Pages:
Chapter
20
Article:Author:
Norbert Ross, Caissa Revilla Minaya; Cognitive Studies
in
Ethnobiology; WhatCan
We
Learn About the Mind
as
Well as Human Environmental lnteraction?
Patron:
Hertzog, Werner
Borrower:
ILLq
OCLC SYMBOL:
T JC
ILL
Vanderbilt Univ
Libr419-21
st
Ave
So
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TN
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FAX: 615-343-7276
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hUNIVERSITY
OF
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UNIVERSITY
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has been
provlded
by:
William
F.
EkstromLlbraryUniversity
of
Louisville
Louisville,
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ill@louisvllle.edu
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1\1
 
Chapter
20
Cognitive
Studies
in
Ethnobiology:
What
Can
We
Learn
About the
Mind
as Well
as
Human
Environmental
Interaction?
NoRBERT
Ross
Vanderbilt
University, Nashville,
TN
CAISSA REVILLA·MINAYA
Vanderbilt
University, Nashville,
TN
CATEGORIZATION
AND
REASONING
CATEGORIZATION:
EXPERTISE
AND
CULTURE
REASONING:
EXPERTISE
AND
CULTURE
REASONING,
CULTURE
ANDBEHAVIOR
ACQUISITION
OF FOLKBIOLOGICAL
MODELS: INNATE MODELS
AND
CULTURALKNOWLEDGE
WHAT
IS
CULTURE
AND HOW
DO
WE STUDY
IT?
CONCLUSION
REFERENCES337
338
341
343345
346
347347
As
cognitive
scientists
we are
interested
in
folkbiology
as
a
domain thatallows
us
to
explorethe developing
mind
in
phylogenetic
and
ontogenetic
tenns.
Everyone
has
sorneexposureto
the biological
world; hence
comparative
research
is
feasible.
Throughout
most
ofhuman histmy, our species engaged
with
the
biological
world
forsurvival,
so
biology
might
be
onedomain
where
evolutionaty
biases
in
our cognitive
apparatus-if
they
indeed
exist-aremost salient.
As
anthropologists
we
are
interested
in
folkbiology
for
two
reasons,
which
Ethnobio/ogy.
Edited
by
E. N.
Anderson,
D.
Pearsall,
E.
Hunn,
and
N.
Turner
«;)
2011Wiley-Biackwell. Published
2011 by
John
Wiley
&
Sons, Inc.
335
 
336
ChaplL'r20
Cugnitiv.: Studks
in
l~thnuhiulogy
COllllCL'(
(ll
the interests or
tht:
cognitive st:it:ntists.
\Ve
ask
IHI\\"
hlllll<lll
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ahllll(
theenvironment relates
tu
tllL'
ways
our spet·ies at:h u pon
tht•
t'll\ inllllltt·nt. Rt•st•ardt
in
this
art•a
relates
co~nitive
wmk with hehavioral studit·s
uf"
1\''illlii"L't'
mana¡.!t'lllt'lll and l'llllllit·tover resoun.:es,(Atran
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al.
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1.
2002; Medin
et
al.
.~!Hllla.
:~0117;
l{tlss
.~001.
.~llll2a;
Ross
et
al.
2007).
Another inquiry t•xplores the at·quisittott, transrlli'islllll.
a11d
tr;mslunuationuf knuw kdge.
ex
plori
ng
eh
i dren · s karn i
IF. 1
ansm iss
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and t r;mslt
1111
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in11
ol
k
H
1w
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ol"
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t'l
al.
200.\;
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\Va\1\l<lll
t'lal.
.
1
007;
\\'11IIT
t'l
al.
JlJlJlJ;
Zarger 2002a.h; Zarger
and
Stcpp
.~OO·k
Zt•nt
.~0()
11.
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t'llvinllllllt'lltal t•du·
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We
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