Maria D. Sera is a full professor in the Institute of Child Development at the University of Minnesota. Her research focuses on the relation between language and cognitive development.

• Preface xiContributors xv1 Cultural Neuroscience of the Developing Brain in Childhood 1Joan Y. ChiaoIntroduction 1Theories in Cultural Neuroscience of the Developing Brain 2Methods in Cultural Neuroscience Research of the Developing Brain 4Cultural Psychology 5Developmental Human Neuroscience 8Developmental Imaging Genetics 10Population Genetics 12Empirical Progress in Cultural Neuroscience of the Developing Brain in Childhood 13Self and Other Knowledge 13Emotion 16Empathy 18Theory of Mind 21Cognition 23Future Directions in Cultural Neuroscience of the Developing Brain in Childhood 27Implications of Cultural Neuroscience of the Developing Brain 29References 292 The Role of Culture and Language in the Development of Color Categorization 39Anna FranklinColor Categories and Reasons to Investigate Them 39Influence of Color Terms on Perception and Cognition 44Contributions from Developmental Science 47Color Term Acquisition and Emergence of Cross-Cultural Differences 48Development of Infant Color Categories 55Lateralized Category Effects in Infants and Toddlers 64Unresolved Issues and New Developmental Questions 66How Do Infant Color Categories Relate to the World’s Color Lexicons? 67How Is Color Categorized in the Absence of Language? 68Is There Cross-Cultural Variation in Prelinguistic Color Categories? 70Conclusions 71References 733 How Much Mathematics Is “Hardwired,” If Any at All: Biological Evolution, Development, and the Essential Role of Culture 83Rafael NúñezIntroduction 83Nativism in Cognitive Development, Cognitive Neuroscience, and Animal Cognition 86Quantity-Related “Hardwired” Capacities? Yes,…Are They Mathematical? No 88Aren’t Number-to-Space Mappings “Hardwired”? No 90What CanWe Learn from the History of Mathematics? A Lot 92Numbers and Calculations without Number Lines in Old Babylonian Mathematics 93How Long Does It Take for the Number Line to Be Invented? A Long Time 96Are Results in Experimental Studies on Number-Line Mappings Consistent with Historical Records? Yes 100Are Number Mental Representations Inherently Spatial? 100Is the Intuition of Mapping Number to Space “Hardwired” and Universal? 106Biocultural Issues for Child Psychology and Developmental Theory: Is Snowboarding “Hardwired”? No, It Is Not 116References 1204 Culture, Language, and Emotion: Explorations in Development 125Twila TardifIntroduction 125Culture as Independent Variable, Culture as a Metaphor 125Culture as Instantiated through Language 127Vocabulary Learning: Similarities, Differences, and Useful Metaphors 133Summary of Cultural Metaphors for Language 145Culture as Instantiated through Emotion and Emotion Regulation Strategies 146Cross-Cultural Differences in Emotional Expression: Main Effects 147Facial Expressions of Emotion 148Cross-Cultural Differences in Physiological Components of Emotions: Main Effects 150Culture, Physiology, and Behavior in Emotion Regulation 151How Do Proximal Factors Affect Interactions among Behavior, Biology, and Culture? 153Assessing Emotion Regulation via Cortisol Reactivity and Executive Functioning across Different Cultural Contexts 155Limitations of Both “Cultural” and “Cross-Cultural” Approaches to the Development of Language and Emotion Regulation 161Can We Move beyond Metaphors? 162References 1635 Cultural Expressions and Neurobiological Underpinnings in Mother–Infant Interactions 185Marc H. BornsteinIntroduction 185Parenting 186Parenting Practices 188Autonomic Nervous System 194Central Nervous System 196Implicit Association Test 197Thermography 198Functional Magnetic Resonance Imaging 199Frontiers 207Conclusions and Final Thoughts 209References 2116 The Cultural Organization of Young Children’s Everyday Learning 223Suzanne GaskinsAn Uneasy Peace 223Culture: The “Thorn” in Developmental Theory 224Possible Solution #1: Minimize the Cultural Argument 225Possible Solution #2: Minimize the Importance of Environment 226Possible Solution #3: Minimize the Claim of Universal Outcomes 227Human Development: Becoming a Cultural Being 228Theoretical Potential of an Expanded Model of Development 230Putting Yucatec Mayan Children’s Development into Context 231Early Social Interactions 235The Role of Children’s Play (and Work) 245Attentional Stance: Focused versus Open 252Negotiating a Stable Peace among Developmental Claims 259Early Social Interaction 261The Role of Children’s Play (and Work) 262Attentional Stance: Focused versus Open 263Nature and Nurture as Co-Contributors to Development 264References 2667 Socioemotional Development across Cultures 275Xinyin ChenIntroduction 275Conceptual and Methodological Issues in Research on Culture and Human Development 276The Contextual-Developmental Perspective: A Theoretical Framework for Cross-Cultural Research on Socioemotional Development 278Culture and Shyness-Inhibition 280The Display of Shyness-Inhibition in Chinese and North American Children 282Parents’ and Peers’ Attitudes toward Shyness-Inhibition 285Shyness-Inhibition and Adjustment Outcomes 288Issues and Future Directions 291References 2938 Two Senses of Cultural Relativity 299Michael MaratsosIntroduction 299Cultural Relativism: An Introduction to Two Senses 301Verstehen Relativism and Its Application 303Verstehen Relativism,Warfare, and the Training of Civilized People 305The Problem of Trade-offs 308Child Labor and Child Schooling: Another Likely Trade-off? 310Egalitarian Cultural Relativism and Moral Perspectives 312Strong Cultural Relativism: An Internally Inconsistent Idea 314Difficulties with Two Psychological Defenses of Strong Relativism 315Arguments from Benevolent Informed Intentions, and the Problem of Unequal Power 316Gender Inequality 320Moral Equality through Neutralization Because of Conformity 325The Different Causes of Conformity; Conformity as Motivated, Not Inertial 328Arguments about Effective Functioning 330Qualifying and Restricting the Arguments 334References 338Author Index 343Subject Index 357