5.3.12Social change, culture, and Human DevelopmentTheories are relationships between concepts/ system of ideas based on principles that are intended to explain data(facts)/ generates hypothesis about facts that can be tested through experiments or observations and if hypothesis prove true then they support the theory/ it makes sense out of a whole lot of isolated facts in which you will see a patternDifferent levels of facts/ arrows represent cuases/ sociodemographicsculural values>>learning environment>>development and behavior/ sociodemographics can have a direct cause to learnining environment/ cultural values are always influenced by sociodemographic environment and they don’t just happenSociodemographic level includes community(gemeinschaft) and society(gesellshaft)gemeinschaftStudied by anthro. / subsistence activities(make your own stuff)-->poor/ lifelong interdependent kin/ relatively isolatedgesellschaftUrban, high-tech, ethnic diversity, regular contact with outside world, economy based on commerce, wealthy, fleeting social relationships with independent stranger interchangeable/ being socially stratified by incomedifferent income levels live in smaller communities within larger society/ smaller gemeinshcaft communities are mined in gesellschaft communites (ex: immigrants)Both are extremes/ rural vs. urban/ small scale vs. large scale/ they are not binary but they are variable and deminsions/ they vary somewhat separately/ they are partially independent and interconnected/ they identify deminsions and deminsions can be quantified(different degrees of urbanization/ they move learning environments in opposite directions/under stable social conditionsLearning env.Observations of a model older generation guidance, help teacher-learniner closeadapted to gemeinschaftremember gemeinschaft leads to learning environment.Change can be caused from this ^^ to thatIndependent learning peer peer generation trial and error teacher-learner separation gesellschaftDevelopment and behaviorReplicating the traditional comes from (adapted to) gemeinschaftConstructing novelty comes from gesellschaftChange overtime: gemeinschaft and gesellsschaftArrows show the overwhelming direction change(change from gemeinschaft to gesellschaft which is the dominate direction but change can go in both directionfrom richer to poorer)/ change does not equal progress/ the change has brung losses instead of gainEx: variables such as more technology will move development and learning environments in the same direction/ if you isolate one variable you can show the effectLong-termpeople don’t moveDifferent qualities and relations become adaptive (such as learning environments) this shift provides a dynamic for social and psychological change2 studiesCompare learning developments(1959-2003)/ historical shifts in economy learning env. In an indigenous group in a southern state of mexicomaya languageresearch designnatural experiment: the conditions are already there created by naturecompare learning env. In two different generationseverything was held constant(family, village, lang., age of children) except the passage of time and socio-demographic changes1959gemeinschaft2003-gesellschaftWell controlled natural experiment1969Weaving for girls in that community is analogous to schooling for us in our society/ principle of cultural methodology(derive study from the culture you’re studying and not your own culture)Subsitence activities is the sociodemographic change of interest/ goes from subsistence activity to commerceEx of subsistence: corn agriculture is at the center of their culture1969Ex of commerce: selling weaving of their culture 2003/ commercial venue (market) in 1991 Red arrowsfirst study learning environmentHorizontal errors are change overtime and causes are the vertical errorsSocio. leads to learning env. And development and behaviorMovement from observational weaving to learning on your ownEx: child watches mother weaveVideotaped two girls from different generations/ from first time weavers to expertsDecline of observation and rise of independent (no help from teacher) weaving from different generations (1970 and 1991)/ the decline was significant/ some were not beginners/ gemeinschaft is decreased as independent practice increases from 60% to 80%Conformatory evidence for the theoryOther changes: from older generation to peer generation etc…1970 to 1991Differences in teaching and learning: 1970: the teacher initiates help and teaching , collaborative helperfour hands on the loom & very attentive1991: learner has to initiate process of asking for help when she calls for help from her sister, the teacher is not paying much attention distance increase from teacher and student, look like to students in 1991, more trial and error on everyone’s part, commercial involvement and independent learning (embroiding blouse which she will sail)motivation to not be her daughter’s teacherPredictions were theoretically basedQuantitative analysisHistorical periodTextile commerce(how involved the mother and daughter were in textile commerceused for subsistence purposes or for selling so how involved were each mother daughter for textile commerceex: can get a point for having a store)Historical period is linked to mother daughter textile commerce (more in second generation)Positive link between involvement in textile commerce and Learner took initiative and independentIndependence linked to Trial and error (daughter corrects herself rather than being corrected by teacher)Guidance and help linked to trial and error learningCloseness to separation from teacher and learnerDevelopment and behaviorCognitive experiment\Novel patterns in both generations/ participate had to continue novel pattern(ex: green, yellow patternnovel to their culture)/ expect a skill with novelty to increase between generation because it was a marker to value of entrepuenership to commerce and travel and tradeImprovement from 169 to 1991 in representing accurately the culturally novelty patternStructural equation modelingSkill was a function of participation in commerceIncrease in family involvement in commerceCausal relationship between family involvment & commerce and correct representation of novel patternsThe more indep. In weaving The better she was in constructing novel patternsLink between learning env. And cognitive developmentApplication to the real world (maya) in the domain of