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This study explores two models of shared thinking: negotiation and collaboration. Cultural worldviews, particularly those in Indigenous-heritage communities versus European American society, shape how children engage in collaborative thinking processes.

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Area of Science:

  • Cross-cultural psychology
  • Cognitive science
  • Sociocultural theory

Background:

  • Shared thinking is often viewed through a negotiation lens, where individuals combine separate ideas.
  • An alternative model, collaboration, conceptualizes shared thinking as a unified, ensemble process.
  • These differing conceptualizations may be rooted in distinct cultural worldviews.

Purpose of the Study:

  • To contrast the negotiation and collaboration models of shared thinking.
  • To explore the cultural underpinnings of these two paradigms.
  • To examine how cultural differences influence the development of shared thinking in children.

Main Methods:

  • Conceptual analysis of shared thinking models.
  • Cross-cultural comparison of assumption systems (separate entities vs. holistic).
  • Discussion of empirical observations of children's interactions.

Main Results:

  • The negotiation model aligns with an assumption system of separate entities, prevalent in psychology and European American culture.
  • The collaboration model aligns with a holistic worldview, common in Indigenous-heritage communities of the Americas.
  • Cultural differences in children's interactions reflect these distinct paradigms.

Conclusions:

  • Shared thinking paradigms are culturally situated.
  • Understanding these cultural differences is crucial for interpreting children's cognitive and social development.
  • Future research should further investigate the interplay between culture and collaborative cognition.