REFERENCES
- AAA Executive Board. (1998). AAA Statement on Race. American Anthropologist, 100, 712–713.
- Alcala, L., Rogoff, B., Mejia-Arauz, R., Coppens, A., & Dexter, A. (2014). Children's initiative in contributions to family work in indigenous-heritage and cosmopolitan communities in Mexico. Human Development, 57, 96–115.
- Anggoro, F., Medin, D., & Waxman, S. (2010a). Language and experience influence children's biological induction. Journal of Cognition and Culture, 10, 171–187.
- Anggoro, F. K., Medin, D., & Waxman, S. (2010b). Naming practices and the acquisition of key biological concepts: Evidence from English and Indonesian. Psychological Science, 19, 314–319
- Atran, S., & Medin, D. (2008). The native mind and the cultural construction of nature. Cambridge, MA: MIT Press.
- Atran, S., Medin, D., & Ross, N. (2005). The cultural mind: Environmental decision making and cultural modeling within and across populations. Psychological Review, 112, 744–776.
- Bang, M. (2009). Understanding students' epistemologies: Examining practice and meaning in community contexts (Unpublished doctoral dissertation). Northwestern University, Evanston, IL.
- Bang, M., & Marin, A. (2015). Nature–culture constructs in science learning: Human/non-human agency and intentionality. Journal of Research in Science Teaching, 52, 530–544.
- Bang, M., Medin, D., & Atran, S. (2007). Cultural mosaics and mental models of nature. Proceedings of the National Academy of Sciences of the United States of America, 104, 13868–13874.
- Bang, M., Warren, B., Rosebery, A. S., & Medin, D. (2013). Desettling expectations in science education. Human Development, 55, 302–318.
- Bell, P., Lewenstein, B., Shouse, A. W., & Feder, M. A. (Eds.). (2009). Learning science in informal environments: People, places, and pursuits (Board on Science Education, National Academy of Sciences, National Research Council). Washington, DC: The National Academies Press.
- Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32–42.
- Cajete, G. (1999). Native science: Natural laws of interdependence. Santa Fe, NM: Clear Light.
- Callanan, M., & Waxman, S. (2013). Commentary on special section: Deficit or difference? Interpreting diverse developmental paths. Developmental Psychology, 49(1), 80–83.
- Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: Bradford Books.
- Carey, S., & Smith, C. (1993). On understanding the nature of scientific knowledge. Educational Psychologist, 28, 235–251.
- Chavajay, P., & Rogoff, B. (1999). Cultural variation in management of attention by children and their caregivers. Developmental Psychology, 35, 1079–1091.
- Chavajay, P., & Rogoff, B. (2002). Schooling and traditional collaborative social organization of problem solving by Mayan mothers and children. Developmental Psychology, 38, 55–66.
- Cole, M. (1995). Culture and cognitive development: From cross-cultural research to creating systems of cultural mediation. Culture & Psychology, 1, 25–54.
- Cole, M. (1998). Cultural psychology: A once and future discipline: Cambridge, MA: Harvard University Press.
- Cole, M., & Scribner, S. (1974). Culture & thought: A psychological introduction. New York, NY: Wiley & Sons.
- Coley, J. D. (2012). Where the wild things are: Informal experience and ecological reasoning. Child Development, 83, 992–1006.
- Correa-Chávez, M., Rogoff, B., & Mejía Arauz, R. (2005). Cultural patterns in attending to two events at once. Child Development, 76, 664–678.
- Deloria, V. (1999). Spirit & reason: The Vine Deloria, Jr., Reader. Enfield, NJ: Fulcrum.
- Echols, C., & Marti, C. N. (2004). The identification of words and their meaning: From perceptual biases to language-specific cues. In D. G. Hall & S. R. Waxman (Eds.), Weaving a lexicon. Cambridge: MIT Press.
- Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14, 133–156.
- Gelman, S. A. (2003). The essential child: Origins of essentialism in everyday thought. New York, NY: Oxford University Press.
- Gelman, S. A., & Legare, C. H. (2011). Concepts and folk theories. Annual Review of Anthropology, 40, 379–398.
- Gelman, S. A., & Wellman, H. M. (1991). Insides and essences: Early understandings of the non-obvious. Cognition, 38, 213–244.
- Gonzalez, N., & Amanti, C. (2005). Funds of knowledge. Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Erlbaum.
- Goodenow, C. (1992). Strengthening the links between educational psychology and the study of social contexts. Educational Psychologist, 27, 177–196.
- Goodwin, C. (1979). The interactive construction of a sentence in natural conversation. In G. Psathas (Ed.), Everyday language: Studies in ethnomethodology (pp. 97–121). New York, NY: Irvington.
- Goodwin, C. (1980). Restarts, pauses, and the achievement of a state of mutual gaze at turn-beginning. Sociological Inquiry, 50, 272–302.
- Goodwin, C. (2013). The co-operative, transformative organization of human action and knowledge. Journal of Pragmatics, 46, 8–23.
- Graham, S. A., Kilbreath, C. S., & Welder, A. N. (2004). 13-month-olds rely on shared labels and shape similarity for inductive inferences. Child Development, 75, 409–427.
- Greeno, J. G. (1997). On claims that answer the wrong questions. Educational Researcher, 26(1), 5–17.
- Greeno, J. G. (1998). The situativity of knowing, learning, and research. American Psychologist, 53(1), 5–26.
- Greeno, J. G. (2011). A situative perspective on cognition and learning in interaction. In T. Koschmann (Ed.), Theories of learning and studies of instructional practice (Vol. 1, pp. 41–71). New York, NY: Springer.
- Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning. In D.C. Berliner, & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 15–46). New York, NY: Macmillan.
- Gutiérrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19–25.
- Hatano, G., & Inagaki, K. (1999). A developmental perspective on informal biology. In D. L. Medin, & S. Atran (Eds.), Folkbiology (pp. 321–354). Cambridge, MA: MIT Press.
- Hatano, G., & Inagaki, K. (2000). Domain-specific constraints of conceptual development. International Journal of Behavioral Development, 24, 267–275
- Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? Behavioral and Brain Sciences, 33, 61–83.
- Heritage, J. (2012). Epistemics in action: Action formation and territories of knowledge. Research on Language & Social Interaction, 45, 1–29.
- Herrmann, P., Waxman, S. R., & Medin, D. L. (2010). Anthropocentrism is not the first step in children's reasoning about the natural world. Proceedings of the National Academy of Sciences of the United States of America, 107, 9979–9984.
- Hickling, A. K., & Gelman, S. A. (1995). How does your garden grow? Early conceptualization of seeds and their place in the plant growth cycle. Child Development, 66, 856–876.
- Hirschfeld, L. A. (1995). Do children have a theory of race? Cognition, 54, 209–252.
- Hirschfeld, L. A. (2002). Why don't anthropologists like children? American Anthropologist, 104, 611–627.
- Hirschfeld, L. A., & Gelman, S. A. (1994). Mapping the mind: Domain specificity in culture and cognition. Cambridge, UK: Cambridge University Press
- Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378–405.
- Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88–140.
- Hutchins, E. (1995). How a cockpit remembers its speeds. Cognitive Science, 19, 265–288.
- Inagaki, K. (1990). The effects of raising animals on children's biological knowledge. British Journal of Developmental Psychology, 8, 119–129.
- Inagaki, K., & Hatano, G. (2002). Young children's naive thinking about the biological world. New York, NY: Psychology Press
- Johnson, S., Slaughter, V., & Carey, S. (1998). Whose gaze will infants follow? The elicitation of gaze-following in 12-month-olds. Developmental Science, 1, 233–238.
- Kahn, P. H. (1997). Developmental psychology and the biophilia hypothesis: Children's affiliation with nature. Developmental Review, 17, 1–61.
- Kapp, S. K., Gillespie-Lynch, K., Sherman, L. E., & Hutman, T. (2013). Deficit, difference, or both? Autism and neurodiversity. Developmental Psychology, 49, 59–71.
- Kawagley, A. (1995). A Yupiaq worldview: A pathway to ecology and spirit. Prospect Heights, IL: Waveland Press.
- Keil, F. C. (1989). Concepts, kinds, and conceptual development. A Bradford book. Cambridge, MA: MIT Press.
- Keil, F. C. (2007). Biology and beyond: Domain specificity in a broader developmental context. Human Development, 50(1), 31–38.
- Keller, E. F. (1984). A feeling for the organism: The life and work of Barbara McClintock (10th anniversary ed.). New York, NY: Macmillan
- Kellert, S. R. (2002). Experiencing nature: Affective, cognitive, and evaluative development in children. In P. H. Kahn & S. R. Kellert (Eds.), Children and nature: Psychological, sociocultural, and evolutionary investigations (pp. 117–151). Cambridge, MA: MIT Press.
- Kellert, S. R., & Wilson, E. O. (1995). The biophilia hypothesis. Washington, DC: Island Press.
- Kim, G., LeBlanc, M. L., Wafula, E. K., & Westwood, J. H. (2014). Genomic-scale exchange of mRNA between a parasitic plant and its hosts. Science, 345(6198), 808–811.
- Kim, G., & Westwood, J. H. (2015). Macromolecule exchange in Cuscuta–host plant interactions. Current Opinion in Plant Biology, 26, 20–25.
- Kitchener, K. S., & King, P. M. (1981). Reflective judgment: Concepts of justification and their relationship to age and education. Journal of Applied Developmental Psychology, 2, 89–116.
- Krupnik, I., & Jolly, D. (Eds.). (2002). The earth is faster now: Indigenous observations of arctic environmental change. Fairbanks, AK: Arctic Research Consortium of the United States.
- Kuhn, D., Amsel, E., & O'Loughlin, M. (1988). The development of scientific reasoning skills. Orlando, CA: Academic.
- Latour, B. (2012). We have never been modern. Cambridge, MA: Harvard University Press.
- Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge, UK: Cambridge University Press.
- Lave, J. (1991). Situating learning in communities of practice. Perspectives on Socially Shared Cognition, 2, 63–82.
- Lave, J., Murtaugh, M., & de la Rocha, O. (1984). The dialectic of arithmetic in grocery shopping. In B. Rogoff, & J. Lave (Eds.), Everyday cognition: Its development in social context (pp. 67–94). Cambridge, MA: Harvard University Press.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
- Leach, J., Millar, R., Ryder, J., & Séré, M. G. (2000). Epistemological understanding in science learning: The consistency of representations across contexts. Learning and Instruction, 10, 497–527.
- Lee, C. D. (2003). Why we need to re-think race and ethnicity in educational research. Educational Researcher, 32(5), 3–5.
- Lee, C. (2008). The centrality of culture to the scientific study of learning and development: How an ecological framework in education research facilitates civic responsibility. Educational Researcher, 37, 267–279.
- Lopez, I. F. H. (2000). Institutional racism: Judicial conduct and a new theory of racial discrimination. Yale Law Journal, 109, 1717–1884.
- Louca, L., Elby, A., Hammer, D., & Kagey, T. (2004). Epistemological resources: Applying a new epistemological framework to science instruction. Educational Psychologist, 39, 57–68.
- Marin, A. M. (2013). Learning to attend and observe: Parent-child meaning making in the natural world (Unpublished doctoral dissertation). Northwestern University, Evanston, IL.
- McLean, S. (2009). Stories and cosmogonies: Imagining creativity beyond “nature” and “culture”. Cultural Anthropology, 24, 213–245.
- Medin, D. L., & Atran, S. (2004). The native mind: Biological categorization and reasoning in development and across cultures. Psychological Review, 111, 960–983.
- Medin, D. L., & Bang, M. (2014). Who's asking: Native science, western science, and science education. Cambridge, MA: MIT Press.
- Medin, D., Lee, C. D., & Bang, M. (2014). Particular points of view. Scientific American, 311(4), 44–45.
- Medin, D. L., ojalehto, B., Marin, A., & Bang, M. (2013). Culture and epistemologies: Putting culture back into the ecosystem. In M. Gelfand, C. Chiu, & Y.-Y. Hong (Eds.), Advances in culture and psychology. New York, NY: Oxford University Press.
- Medin, D. L., Waxman, S. R., Woodring, J., & Washinawatok, K. (2010). Human-centeredness is not a universal feature of young children's reasoning: Culture and experience matter when reasoning about biological entities. Cognitive Development, 25, 197–207.
- Nasir, N. S. (2011). Racialized identities: Race and achievement among African American youth. Stanford, CA: Stanford University Press.
- Nasir, N. S., & Hand, V. M. (2006). Exploring sociocultural perspectives on race, culture, and learning. Review of Educational Research, 76(4), 449–475.
- Nasir, N., Rosebery, A. S., Warren, B., & Lee, C. D. (2006). Learning as a cultural process: Achieving equity through diversity. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 489–504). Cambridge, UK: Cambridge University Press.
- Nisbett, R. E., Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D. F., & Turkheimer, E. (2012). Intelligence: New findings and theoretical developments. American Psychologist, 67, 130–159.
- Norbury, C. F., & Sparks, A. (2013). Difference or disorder? Cultural issues in understanding neurodevelopmental disorders. Developmental Psychology, 49, 45–58.
- ojalehto, B., & Medin, D. (2015). An ecological perspective on culture and concepts. Annual Review of Psychology, 66, 249–275.
- ojalehto, B., Waxman, S. R., Medin, D. L. (2013). Teleological reasoning about nature: Intentional design or relational perspectives? Trends in Cognitive Sciences, 17, 166–171.
- Pascalis, O., de Haan, M., & Nelson, C. A. (2002). Is face pressing species-specific during the first year of life? Science, 296(5571), 1321–1323.
- Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York, NY: Holt, Rinehart and Winston.
- Pierotti, R. (2011). Indigenous knowledge, ecology, and evolutionary biology. New York, NY: Routledge.
- Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford, UK: Oxford University Press.
- Rogoff, B. (2002). How can we study cultural aspects of human development? Human Development, 45, 209–210.
- Rogoff, B. (2003). The cultural nature of human development. New York, NY: Oxford University Press.
- Rogoff, B. (2012). Learning in cultural context: Developing destinies. Childhood Education, 88, 324–325.
- Rogoff, B. (2014). Learning by observing and pitching in to family and community endeavors: An orientation. Human Development, 57, 69–81.
- Rogoff, B., & Chavajay, P. (1995). What's become of research on the cultural basis of cognitive development? American Psychologist, 50, 859–877.
- Rogoff, B. E., & Lave, J. E. (1984). Everyday cognition: Its development in social context. Cambridge, MA: Harvard University Press.
- Rogoff, B., Najafi, B., & Mejía-Arauz, R. (2014). Constellations of cultural practices across generations: Indigenous American heritage and learning by observing and pitching in. Human Development, 57, 82–95.
- Rogoff, B., Paradise, R., Arauz, R. M., Correa-Chávez, M., & Angelillo, C. (2003). Firsthand learning through intent participation. Annual Review of Psychology, 54, 175–203.
- Roth, W. M., & Roychoudhury, A. (1994). Physics students' epistemologies and views about knowing and learning. Journal of Research in Science Teaching, 31, 5–30.
- Sandoval, W. A., & Morrison, K. (2003). High school students' ideas about theories and theory change after a biological inquiry unit. Journal of Research in Science Teaching, 40, 369–392.
- Schommer, M., & Walker, K. (1995). Are epistemological beliefs similar across domains? Journal of Educational Psychology, 87, 424–432.
- Sherin, B. (2006). Common sense clarified: The role of intuitive knowledge in physics problem solving. Journal of Research in Science Teaching, 43, 535–555.
- Songer, N. B., & Linn, M. C. (1991). How do students' views of science influence knowledge integration. Journal of Research in Science Teaching, 28, 761–784.
- Stodolsky, S. S., Salk, S., & Glaessner, B. (1991). Student views about learning math and social studies. American Educational Research Journal, 28, 89–116.
- Vossoughi, S., & Gutiérrez, K. (2014). Toward a multi-sited ethnographic sensibility. In J. Vadeboncoeur (Ed.), NSEE yearbook. New York, NY: Teachers College Press.
- Vygotsky, L. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 34–41.
- Warren, B., & Rosebery, A. (2011). Navigating interculturality: African American male students and the science classroom. Journal of African American Males in Education, 2, 98–115.
- Waxman, S. R., & Booth, A. E. (2001). Seeing pink elephants: Fourteen-month-olds’ interpretations of novel nouns and adjectives. Cognitive Psychology, 43, 217–242.
- Waxman, S. R., & Lidz, J. (2006). Early word learning. In D. Kuhn & R. Siegler (Eds.), Handbook of child psychology ( 6th ed., vol. 2, pp. 299–335). Hoboken NJ: Wiley.
- Waxman, S. R., & Markow, D. B. (1995). Words as invitations to form categories: Evidence from 12- to 13-month-old infants. Cognitive Psychology, 29, 257–302.
- Waxman, S. R., Medin, D., & Ross, N. (2007). Folkbiological reasoning from a cross-cultural developmental perspective: Early essentialist notions are shaped by cultural beliefs. Developmental Psychology, 43, 294–308.
- Wertsch, J. V. (1993). Voices of the mind. Cambridge, MA: Harvard University Press.
- Wildcat, D. R. (2013). Introduction: Climate change and indigenous peoples of the USA. Climatic Change, 120, 509–515.
- Wilson, E. O. (1984). Biophilia. Cambridge, MA: Harvard University Press.