Ashley E Maynard
Biographic Data
| ID | 176893 |
|---|---|
| NAME | Ashley E Maynard |
| GIVEN NAMES | Ashley E |
| FAMILY NAME | Maynard |
| SIGNATURE | MAYNARD A E |
| AFFILIATIONS | University of Hawaii System |
| ORCID | 0000-0003-0503-4800 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 213 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Making it real
Social change, cultural evolution, weaving apprenticeship, and development
Analyzing three sets of video data collected in one Maya community, we examined apprenticeship and learning of backstrap loom weaving over three generations spanning the years 1970 to 2012. Like many cultural groups, the Maya of Chiapas are experiencing rapid sociodemographic shifts. Three generations of girls (N = 134) were observed at their looms: in the 1970 subsistence economy; in the transition to a commercial economy in the 1990s; and in 20…
Globalization, Culture, and Development
Between the time this volume was conceptualized and its publication, the world has seen dramatic changes as a consequence of the COVID-19 pandemic, changes that have directly impacted international relations and globalization. Because this issue of Human Development deals with insights and alternatives regarding globalization, culture, and development, the consequences of the pandemic are linked to the presentation of four specific articles based…
Human Development at the Intersection of Culture and Globalization
There is a long history of studies of human development in different cultural groups, but studies of development that explicitly take globalization into account are more recent. Cultural practices change, but cultures have often been considered static. Studying developmental change in changing societies in dynamic global settings presents challenges for researchers. It also presents opportunities to clarify content and processes in research. For …
Constructing Personal Epistemologies
Discursive context and language as action
Community psychology has long valued understanding the contextual issues that maintain social problems. The present study demonstrates the use of Critical Discourse Analysis (CDA) to examine the discursive context surrounding the issue of human trafficking. CDA was used to understand the ways that local stakeholders in Hawai‘i ( N = 13) described the issue of human trafficking. Human trafficking is well suited for this type of analysis because it…
Developmental effects of economic and educational change
We studied the implications of social change for cognitive development in a Maya community in Chiapas, Mexico, over 43 years. The same procedures were used to collect data in 1969–1970, 1991, and 2012—once in each generation. The goal was to understand the implications of weaving, schooling and participation in a commercial economy for the development of visual pattern representation. In 2012, our participants consisted of 133 boys and girls desc…
The Relational Habitus
Researchers in psychology, education, and anthropology have engaged for several decades in thinking about how to relate persons, tools, speech acts, goals, tasks, culture, and history in dynamic learning settings. The use of the relational habitus, proposed by Stone, Underwood, and Hotchkiss [this issue], provides an analytical lens to examine how people learn in formal and informal settings. Going beyond Bordieu’s [1989] notion of habitus, which…
Context and Structure in Social Interaction and Cognitive Development
Commentaries| September 23 2009 Context and Structure in Social Interaction and Cognitive Development: Commentary on Psaltis, Duveen, and Perret-Clermont Subject Area: Psychiatry and Psychology , Women's and Children's Health Ashley E. Maynard Ashley E. Maynard University of Hawaii, Honolulu, Hawaii, USA Search for other works by this author on: This Site PubMed Google Scholar Human Development (2009) 52 (5): 313–319. https://doi.org/10.1159/0002…
Implications of Commerce and Urbanization for the Learning Environments of Everyday Life
In recent decades, Maya ecocultural environments in Chiapas, Mexico, have undergone continuous change from more subsistence based to more commerce based and from more rural to more urban. Through ethnographic observations of one family during a 10-year period in rural and urban settings, activity settings analysis revealed changes on the micro level that reflected these shifts in the macro environment. The development of commerce between 1997 and…
What We Thought We Knew and How We Came to Know It
The major tenets of Piagetian theory, such as adaptation and constructionism, are compatible with a cross-cultural approach to the study of cognitive development, but there have been significant methodological and theoretical advances over the past 40 years. Piagetian theory directly influenced three phases of cross-cultural research, ranging from absolutist to relativist. As researchers incorporated the study of contexts of development, particul…
Women's Schooling and Other Ecocultural Shifts
Women's schooling has been lauded as having a large, important impact on child socialization. Although there may be positive effects of schooling, there may also be effects from concomitant cultural changes that come with modernization. In this article we examine the findings that changes in textile production among the Zinacantec Maya over the past several decades have been coordinated with several cultural changes, including increased schooling…
Cultural Misperceptions and Goals for Samoan Children’s Education in Hawai’i
Cultures of teaching in childhood
Historical change, cultural learning, and cognitive representation in Zinacantec Maya children
Implicit cognitive development in cultural tools and children
Implications of Sibling Caregiving for Sibling Relations and Teaching Interactions in Two Cultures
This article explores the social and cognitive implications of sibling caregiving among the Zinacantec Maya of Mexico and the Wolof of Senegal. Ethnographic video data of sibling caregiving interactions were collected, focusing on children ages three to 13 years interacting with their two-year-old siblings. Sibling relations in both cultures reflect a system of multiage play, the children's sensitivity to age and gender hierarchies, and the older…
Cultural Teaching
Psychology has considered the development of learning, but the development of teaching in childhood has not been considered. The data presented in this article demonstrate that children develop teaching skills over the course of middle childhood. Seventy-two Maya children (25 boys, 47 girls) ranging in age from 3 to 11 years (M= 6.8 years) were videotaped in sibling caretaking interactions with their 2-year-old brothers and sisters (18 boys, 18 g…
Cultural Pathways Through Universal Development
We focus our review on three universal tasks of human development: relationship formation, knowledge acquisition, and the balance between autonomy and relatedness at adolescence. We present evidence that each task can be addressed through two deeply different cultural pathways through development: the pathways of independence and interdependence. Whereas core theories in developmental psychology are universalistic in their intentions, they in fac…
Exploring Borders
Exploring Borders: Understanding Culture and Psychology. Giuseppe Mantovani. London: Routledge, 2000. 153 pp
History, Culture, Learning, and Development
The authors report a diachronic investigation of cultural apprenticeship, creativity, and cognitive representation in a Zinacantec Maya community of Chiapas, Mexico. Focusing on the culturally central domain of weaving, they explore the implications of an ecocultural transition from agriculture to commerce for learning and development. Their studies cover 24 years and explore the implications of historical change in two generations of Zinacantec …
Culture, History, Biology, and Body
Each culture defines the appropriate ways for people to use their bodies (Mauss 1934). In this paper we examine the uses of the body in a technical skill, that of Zinacantec Maya backstrap loom weaving. We hypothesize that native learners of weaving are different from non-native learners in that they are endowed from birth on with the biology and cultural experience needed for weaving. Maya newborns have distinctive patterns of motor behavior and…
Cultural Pathways Through Universal Development
We focus our review on three universal tasks of human development: relationship formation, knowledge acquisition, and the balance between autonomy and relatedness at adolescence. We present evidence that each task can be addressed through two deeply different cultural pathways through development: the pathways of independence and interdependence. Whereas core theories in developmental psychology are universalistic in their intentions, they in fac…
Culture, History, Biology, and Body
Each culture defines the appropriate ways for people to use their bodies (Mauss 1934). In this paper we examine the uses of the body in a technical skill, that of Zinacantec Maya backstrap loom weaving. We hypothesize that native learners of weaving are different from non-native learners in that they are endowed from birth on with the biology and cultural experience needed for weaving. Maya newborns have distinctive patterns of motor behavior and…
Implications of Sibling Caregiving for Sibling Relations and Teaching Interactions in Two Cultures
This article explores the social and cognitive implications of sibling caregiving among the Zinacantec Maya of Mexico and the Wolof of Senegal. Ethnographic video data of sibling caregiving interactions were collected, focusing on children ages three to 13 years interacting with their two-year-old siblings. Sibling relations in both cultures reflect a system of multiage play, the children's sensitivity to age and gender hierarchies, and the older…
History, Culture, Learning, and Development
The authors report a diachronic investigation of cultural apprenticeship, creativity, and cognitive representation in a Zinacantec Maya community of Chiapas, Mexico. Focusing on the culturally central domain of weaving, they explore the implications of an ecocultural transition from agriculture to commerce for learning and development. Their studies cover 24 years and explore the implications of historical change in two generations of Zinacantec …
Exploring Borders
Exploring Borders: Understanding Culture and Psychology. Giuseppe Mantovani. London: Routledge, 2000. 153 pp
Implications of Commerce and Urbanization for the Learning Environments of Everyday Life
In recent decades, Maya ecocultural environments in Chiapas, Mexico, have undergone continuous change from more subsistence based to more commerce based and from more rural to more urban. Through ethnographic observations of one family during a 10-year period in rural and urban settings, activity settings analysis revealed changes on the micro level that reflected these shifts in the macro environment. The development of commerce between 1997 and…
Discursive context and language as action
Community psychology has long valued understanding the contextual issues that maintain social problems. The present study demonstrates the use of Critical Discourse Analysis (CDA) to examine the discursive context surrounding the issue of human trafficking. CDA was used to understand the ways that local stakeholders in Hawai‘i ( N = 13) described the issue of human trafficking. Human trafficking is well suited for this type of analysis because it…
Women's Schooling and Other Ecocultural Shifts
Women's schooling has been lauded as having a large, important impact on child socialization. Although there may be positive effects of schooling, there may also be effects from concomitant cultural changes that come with modernization. In this article we examine the findings that changes in textile production among the Zinacantec Maya over the past several decades have been coordinated with several cultural changes, including increased schooling…
Cultural Misperceptions and Goals for Samoan Children’s Education in Hawai’i
Culture, History, Biology, and Body
Each culture defines the appropriate ways for people to use their bodies (Mauss 1934). In this paper we examine the uses of the body in a technical skill, that of Zinacantec Maya backstrap loom weaving. We hypothesize that native learners of weaving are different from non-native learners in that they are endowed from birth on with the biology and cultural experience needed for weaving. Maya newborns have distinctive patterns of motor behavior and…
History, Culture, Learning, and Development
The authors report a diachronic investigation of cultural apprenticeship, creativity, and cognitive representation in a Zinacantec Maya community of Chiapas, Mexico. Focusing on the culturally central domain of weaving, they explore the implications of an ecocultural transition from agriculture to commerce for learning and development. Their studies cover 24 years and explore the implications of historical change in two generations of Zinacantec …
Exploring Borders
Exploring Borders: Understanding Culture and Psychology. Giuseppe Mantovani. London: Routledge, 2000. 153 pp
Cultural Teaching
Psychology has considered the development of learning, but the development of teaching in childhood has not been considered. The data presented in this article demonstrate that children develop teaching skills over the course of middle childhood. Seventy-two Maya children (25 boys, 47 girls) ranging in age from 3 to 11 years (M= 6.8 years) were videotaped in sibling caretaking interactions with their 2-year-old brothers and sisters (18 boys, 18 g…
Cultural Pathways Through Universal Development
We focus our review on three universal tasks of human development: relationship formation, knowledge acquisition, and the balance between autonomy and relatedness at adolescence. We present evidence that each task can be addressed through two deeply different cultural pathways through development: the pathways of independence and interdependence. Whereas core theories in developmental psychology are universalistic in their intentions, they in fac…
Historical change, cultural learning, and cognitive representation in Zinacantec Maya children
Implicit cognitive development in cultural tools and children
Implications of Sibling Caregiving for Sibling Relations and Teaching Interactions in Two Cultures
This article explores the social and cognitive implications of sibling caregiving among the Zinacantec Maya of Mexico and the Wolof of Senegal. Ethnographic video data of sibling caregiving interactions were collected, focusing on children ages three to 13 years interacting with their two-year-old siblings. Sibling relations in both cultures reflect a system of multiage play, the children's sensitivity to age and gender hierarchies, and the older…
Cultures of teaching in childhood
Cultural Misperceptions and Goals for Samoan Children’s Education in Hawai’i
What We Thought We Knew and How We Came to Know It
The major tenets of Piagetian theory, such as adaptation and constructionism, are compatible with a cross-cultural approach to the study of cognitive development, but there have been significant methodological and theoretical advances over the past 40 years. Piagetian theory directly influenced three phases of cross-cultural research, ranging from absolutist to relativist. As researchers incorporated the study of contexts of development, particul…
Women's Schooling and Other Ecocultural Shifts
Women's schooling has been lauded as having a large, important impact on child socialization. Although there may be positive effects of schooling, there may also be effects from concomitant cultural changes that come with modernization. In this article we examine the findings that changes in textile production among the Zinacantec Maya over the past several decades have been coordinated with several cultural changes, including increased schooling…
Context and Structure in Social Interaction and Cognitive Development
Commentaries| September 23 2009 Context and Structure in Social Interaction and Cognitive Development: Commentary on Psaltis, Duveen, and Perret-Clermont Subject Area: Psychiatry and Psychology , Women's and Children's Health Ashley E. Maynard Ashley E. Maynard University of Hawaii, Honolulu, Hawaii, USA Search for other works by this author on: This Site PubMed Google Scholar Human Development (2009) 52 (5): 313–319. https://doi.org/10.1159/0002…
Implications of Commerce and Urbanization for the Learning Environments of Everyday Life
In recent decades, Maya ecocultural environments in Chiapas, Mexico, have undergone continuous change from more subsistence based to more commerce based and from more rural to more urban. Through ethnographic observations of one family during a 10-year period in rural and urban settings, activity settings analysis revealed changes on the micro level that reflected these shifts in the macro environment. The development of commerce between 1997 and…
The Relational Habitus
Researchers in psychology, education, and anthropology have engaged for several decades in thinking about how to relate persons, tools, speech acts, goals, tasks, culture, and history in dynamic learning settings. The use of the relational habitus, proposed by Stone, Underwood, and Hotchkiss [this issue], provides an analytical lens to examine how people learn in formal and informal settings. Going beyond Bordieu’s [1989] notion of habitus, which…
Developmental effects of economic and educational change
We studied the implications of social change for cognitive development in a Maya community in Chiapas, Mexico, over 43 years. The same procedures were used to collect data in 1969–1970, 1991, and 2012—once in each generation. The goal was to understand the implications of weaving, schooling and participation in a commercial economy for the development of visual pattern representation. In 2012, our participants consisted of 133 boys and girls desc…
Constructing Personal Epistemologies
Discursive context and language as action
Community psychology has long valued understanding the contextual issues that maintain social problems. The present study demonstrates the use of Critical Discourse Analysis (CDA) to examine the discursive context surrounding the issue of human trafficking. CDA was used to understand the ways that local stakeholders in Hawai‘i ( N = 13) described the issue of human trafficking. Human trafficking is well suited for this type of analysis because it…
Globalization, Culture, and Development
Between the time this volume was conceptualized and its publication, the world has seen dramatic changes as a consequence of the COVID-19 pandemic, changes that have directly impacted international relations and globalization. Because this issue of Human Development deals with insights and alternatives regarding globalization, culture, and development, the consequences of the pandemic are linked to the presentation of four specific articles based…
Human Development at the Intersection of Culture and Globalization
There is a long history of studies of human development in different cultural groups, but studies of development that explicitly take globalization into account are more recent. Cultural practices change, but cultures have often been considered static. Studying developmental change in changing societies in dynamic global settings presents challenges for researchers. It also presents opportunities to clarify content and processes in research. For …
Social change, cultural evolution, weaving apprenticeship, and development
Analyzing three sets of video data collected in one Maya community, we examined apprenticeship and learning of backstrap loom weaving over three generations spanning the years 1970 to 2012. Like many cultural groups, the Maya of Chiapas are experiencing rapid sociodemographic shifts. Three generations of girls (N = 134) were observed at their looms: in the 1970 subsistence economy; in the transition to a commercial economy in the 1990s; and in 20…
Making it real
Psychology (16 works) · Sociology (14 works) · Indigenous Cultures and Socio-Education (10 works) · Political science (9 works) · Anthropology (7 works) · Early Childhood Education and Development (7 works) · Maya (7 works) · Social Psychology (7 works) · Cognition (6 works) · Context (archaeology) (6 works)