Odden and Rochat (2004)
Uses: enculturation, social cognitive learning theory
The development of personal identity is the learning and maintenance of behaviors and norms of our own culture.
Aim: to investigate the role of social cognitive learning theory on the development of cultural norms in Samoa. (behavior of line fishing and conceptual understanding of rank and hierarchy.
Method: longitudinal, overt-naturalistic (know they are watched), observational study of 25 months of 28 children in a single Samoan village
Semi-structured interviews: have guiding questions, can extrapolate upon certain things.
Observation: no interaction,
Procedure:
Samoan culture is pervasively hierarchical and socially stratified. Huge families, extensive social network far beyond immediate household.
Social norms limit the amount of time spent between adults and children. Parents have higher social status, so they initiate interactions, sharply reducing the chance of questioning by the children. Too much interaction is seen as bad for their higher ranking.
Less adult scaffolding in Samoa
Noninterventionist approach to their children and their learning.
Children learn things themselves
Children don't fish with adults, they watch adults fish.
Observational study with semi-structured interviews
The chief system concepts and rankings are also learned through observation. This includes the rituals and cultural practices along with abstract concepts such as power ranking, distance, and differential behaviors
Lack of wall in the village
Results:
10 year old would borrow fishing equipment and experiment on their own.
By 12 they can fish themselves.
They learn the social rule through observation, no direct instructions, mainly from overhearing.
Chief system test to 46 twelve year old and the majority had a broad understanding of the concepts and rituals of their society.
Conclusion:
Cultural norms are not taught directly but learned through active observation by the children of the adults in the community.