Culture and the Development of Everyday Social Explanation

The impact of cultural meaning systems on the development of everyday social explanation is explored in a cross-cultural investigation undertaken among Indian and American adults and children (ages 8, 11, and 15 years). It is demonstrated that at older ages Americans make greater reference to general dispositions and less reference to contextual factors in explanation than do Hindus. References to general dispositions also undergo a much greater developmental increase among Americans than among Hindus, whereas references to contextual factors show the opposite pattern of developmental change. Evidence suggests that these cross-cultural and developmental differences result from contrasting cultural conceptions of the person acquired over development in the two cultures rather than from cognitive, experiential, or informational differences between attributors. Discussion focuses on theoretical implications of such a demonstration for understanding: (a) the importance of integrating semantic with structural considerations in theories of social attribution, (b) the need to develop nbnteleoTogical frameworks for Interpreting age and cultural diversity in conceptualization, and (c) the role of cultural communication in the acquisition of everyday social knowledge. Cultural influences on attributional diversity have been somewhat neglected by psychological theorists. In most cases, developmental and cross-cultural differences occurring in attribution have been interpreted as arising from differences in attributors' cognitive capacities to process information concerning the covariation structure of experience and/or from differences in the objective experiences to which attributors have been exposed. The purpose of the present research is to demonstrate the impact of cultural meaning systems as a third variable, independent of such subjective and objective determinants, which must be taken into account to explain age and

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