Maricela Correa-Chávez
Biographic Data
| ID | 143274 |
|---|---|
| NAME | Maricela Correa-Chávez |
| GIVEN NAMES | Maricela |
| FAMILY NAME | Correa-Chávez |
| SIGNATURE | CORREA-CHÁVEZ M |
| AFFILIATIONS | Clark University |
| ORCID | 0000-0002-5750-6892 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 157 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Women in fandom
Collaboration patterns among Mexican children in an Indigenous town and Mexican City
Cultural patterns of collaboration and communication while working together among U.S. Mexican heritage children
Children Learn by Observing and Contributing to Family and Community Endeavors
Collaborative Work or Individual Chores
Children's Avoidance of Interrupting Others’ Activities in Requesting Help
A Cultural Paradigm—Learning by Observing and Pitching In
A cultural analysis is necessary in understanding intersubjectivity
In this commentary we argue that in order to understand how joint understanding arises out of activity, a cultural examination of communication and interaction must be included in the analysis. In their article “The tension between dialogicality and interobjectivity in cooperative activities,” Talamo and Pozzi (2011) argue that intersubjectivity should be thought of as a process that occurs in group interaction and collaboration. We agree with th…
Firsthand learning through intent participation
This article examines how people learn by actively observing and “listening-in” on ongoing activities as they participate in shared endeavors. Keen observationand listening-in are especially valued and used in some cultural communities in which children are part of mature community activities. This intent participation also occurs in some settings (such as early language learning in the family) in communities that routinely segregate children fro…
Cultural Patterns in Children's Learning Through Keen Observation and participation in their communities
Mexican-Heritage Children’s Attention and Learning From Interactions Directed to Others
The study builds on ethnographic research noting an emphasis in many Indigenous communities of the Americas on learning through keen observation of and participation in ongoing community activities. Forty-four U.S. Mexican-heritage 5- to 11-year-old children whose families likely have experience with Indigenous ways more frequently attended to and learned from a toy construction activity that was directed to another child, compared to 36 U.S. Mex…
Attention to instruction directed to another by U.S. Mexican-heritage children of varying cultural backgrounds
Children commonly observe and pitch in to ongoing activities in Indigenous communities of Mexico, according to ethnographic research. The present study examines the generality of this approach to learning by comparing its use among Mexican immigrants of two cultural backgrounds in the United States. Results showed more sustained attention to (and learning from) instruction directed to another person by 22 U.S. Mexican-heritage 6- to 11-year-old c…
Children’s attention to interactions directed to others
This study investigated differences in attention and learning among Guatemalan Mayan and European American children, ages 5-11 years, who were present but not addressed while their sibling was shown how to construct a novel toy. Each child waited with a distracter toy for her or his turn to make a different toy. Nonaddressed children from Mayan traditional families (with little maternal involvement in Western schooling; n = 40) showed more sustai…
Firsthand Learning Through Intent Participation
This article examines how people learn by actively observing and "listening-in" on ongoing activities as they participate in shared endeavors. Keen observation and listening-in are especially valued and used in some cultural communities in which children are part of mature community activities. This intent participation also occurs in some settings (such as early language learning in the family) in communities that routinely segregate children fr…
Firsthand Learning Through Intent Participation
This article examines how people learn by actively observing and "listening-in" on ongoing activities as they participate in shared endeavors. Keen observation and listening-in are especially valued and used in some cultural communities in which children are part of mature community activities. This intent participation also occurs in some settings (such as early language learning in the family) in communities that routinely segregate children fr…
Children’s attention to interactions directed to others
This study investigated differences in attention and learning among Guatemalan Mayan and European American children, ages 5-11 years, who were present but not addressed while their sibling was shown how to construct a novel toy. Each child waited with a distracter toy for her or his turn to make a different toy. Nonaddressed children from Mayan traditional families (with little maternal involvement in Western schooling; n = 40) showed more sustai…
Attention to instruction directed to another by U.S. Mexican-heritage children of varying cultural backgrounds
Children commonly observe and pitch in to ongoing activities in Indigenous communities of Mexico, according to ethnographic research. The present study examines the generality of this approach to learning by comparing its use among Mexican immigrants of two cultural backgrounds in the United States. Results showed more sustained attention to (and learning from) instruction directed to another person by 22 U.S. Mexican-heritage 6- to 11-year-old c…
Firsthand Learning Through Intent Participation
This article examines how people learn by actively observing and "listening-in" on ongoing activities as they participate in shared endeavors. Keen observation and listening-in are especially valued and used in some cultural communities in which children are part of mature community activities. This intent participation also occurs in some settings (such as early language learning in the family) in communities that routinely segregate children fr…
Children’s attention to interactions directed to others
This study investigated differences in attention and learning among Guatemalan Mayan and European American children, ages 5-11 years, who were present but not addressed while their sibling was shown how to construct a novel toy. Each child waited with a distracter toy for her or his turn to make a different toy. Nonaddressed children from Mayan traditional families (with little maternal involvement in Western schooling; n = 40) showed more sustai…
Mexican-Heritage Children’s Attention and Learning From Interactions Directed to Others
The study builds on ethnographic research noting an emphasis in many Indigenous communities of the Americas on learning through keen observation of and participation in ongoing community activities. Forty-four U.S. Mexican-heritage 5- to 11-year-old children whose families likely have experience with Indigenous ways more frequently attended to and learned from a toy construction activity that was directed to another child, compared to 36 U.S. Mex…
Attention to instruction directed to another by U.S. Mexican-heritage children of varying cultural backgrounds
Children commonly observe and pitch in to ongoing activities in Indigenous communities of Mexico, according to ethnographic research. The present study examines the generality of this approach to learning by comparing its use among Mexican immigrants of two cultural backgrounds in the United States. Results showed more sustained attention to (and learning from) instruction directed to another person by 22 U.S. Mexican-heritage 6- to 11-year-old c…
Cultural Patterns in Children's Learning Through Keen Observation and participation in their communities
A cultural analysis is necessary in understanding intersubjectivity
In this commentary we argue that in order to understand how joint understanding arises out of activity, a cultural examination of communication and interaction must be included in the analysis. In their article “The tension between dialogicality and interobjectivity in cooperative activities,” Talamo and Pozzi (2011) argue that intersubjectivity should be thought of as a process that occurs in group interaction and collaboration. We agree with th…
Firsthand learning through intent participation
This article examines how people learn by actively observing and “listening-in” on ongoing activities as they participate in shared endeavors. Keen observationand listening-in are especially valued and used in some cultural communities in which children are part of mature community activities. This intent participation also occurs in some settings (such as early language learning in the family) in communities that routinely segregate children fro…
Children Learn by Observing and Contributing to Family and Community Endeavors
Collaborative Work or Individual Chores
Children's Avoidance of Interrupting Others’ Activities in Requesting Help
A Cultural Paradigm—Learning by Observing and Pitching In
Collaboration patterns among Mexican children in an Indigenous town and Mexican City
Cultural patterns of collaboration and communication while working together among U.S. Mexican heritage children
Women in fandom
Psychology (13 works) · Indigenous Cultures and Socio-Education (11 works) · Developmental psychology (8 works) · Sociology (8 works) · Indigenous (7 works) · Early Childhood Education and Development (6 works) · Social Psychology (6 works) · Cultural Differences and Values (4 works) · Anthropology (3 works) · Epistemology (3 works)