The cultural construction of executive function
成果类型：
Article
署名作者：
Kroupin, Ivan; Davis, Helen Elizabeth; Burdett, Emily; Cuata, Agustina Bani; Hartley, Vahumburuka; Henrich, Joseph
署名单位：
University of London; London School Economics & Political Science; Harvard University; Arizona State University; Arizona State University-Tempe; Arizona State University; Arizona State University-Tempe; University of Nottingham
刊物名称：
PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA
ISSN/ISSBN：
0027-12666
DOI：
10.1073/pnas.2407955122
发表日期：
2025-07-08
关键词：
consequences
intelligence
mathematics
inhibition
battery
mind
摘要：
In cognitive science, the term executive function (EF) refers to universal features of ally specific cognitive capacities. After all, typical EF measures require forms of decontextualized/arbitrary processing which decades of cross- cultural work indicate develop primarily in schooled worlds-industrialized societies with universal schooling. Here, we report comparisons of performance on typical EF tasks by children inside, and wholly outside schooled worlds. Namely, children ages 5 to 18 from a postindustrial context with universal schooling (UK) and their peers in a rural, nonindustrialized context with no exposure to schooling (Kunene region, Namibia/Angola), as well as two samples with intermediate exposure to schooled worlds. In line with extensive previous work on decontextualized/arbitrary processing across such groups, we find skills measured by typical EF tasks do not develop universally: Children from rural groups with limited or no formal schooling show profound, sometimes qualitative, differences in performance compared to their schooled peers and, especially, compared to a typical schooled- world sample. In sum, some form of latent cognitive tasks almost certainly reflect culturally specific forms of cognitive development. This or 2) the culturally specific skill set reflected in performance on typical tasks. Either and what we wish to measure going forward.