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ANT 195 test 1
| Question | Answer |
|---|---|
| what are the four subfields of anthropology | biological, linguistic, cultural, archaeology |
| what is the difference between biological and cultural evolution | genetic evolution depends on reproduction and heritable variation, making it slow across generations cultural evolution are ideas, institutions, and technologies that can sperad quikcly across a population |
| what is a biocultural organism | organisms whose defining features are codetermined by biological and cultural factors |
| What are the various terms for informant? | respondants, teachers, friends, collaborators, cinsultants, guides, advisors |
| why is the term informant losing significance | they are seen as equals now, not someone to be studied. they are being treated as human beings |
| what is the difference between ethnography and ethnology | ethnography is long-term fieldwork in specific cultures and places. it is a descriptive account of a specific group or place. ethnology is the comparative study using ethnographic data from across cultures. aims to establish broad generalizations |
| what is the four field approach | it integrates all four subfields of anthropology to provide a holistic and comprehensive view of human diversity, evolution, and culture |
| how is it unique from britihs anthrpology | it is different because british anthropology focuses more on the social aspect and culture, only one view, not holistic |
| what is the difference betweeen anthropology and sociology | sociology has interest in social organization and relations, focuses on socieites in the industrail west, and does not focus much on fieldwork. anthropology has intersts in cultures, social life, and behavior, and focusing on studying abroad fieldwork |
| how is anthropology an interdisciplinary science | it draws on other fields like biology, sociology, and psychology |
| what makes anthropology unique | its holistic, comparative, field-based, evolutionary, and interdisciplinary |
| how do anthropologists work | they have specializations, they conduct fieldwork, develop theories, evaluate methods, document findings, and apply knowledge |
| how are anthropologists knowledge producers | they write ethnographies to detail culturla practices and insights |
| what is the difference between emic and etic | emic is the use of culture-specific ideas, categories, and explanations to describe a culture. etic is the use of general terms and categories to describe a culture |
| what is the benefit of culturla immersion | it allows the experience of culture while from a research perspective |
| what is the benefit of going native | allows active participation and involves all of the sense for a deeper understanding of the culture |
| what are the methodological challenges to fieldowrk | culture shock, homesickness, feeling awkard or out of place, overcoming feelings of ignorant outsider, adjusting to unfamiliar foods and climates, keeping up with community life, and making time for research |
| how might fieldwork challenges be overcome | having reflexitivity and practiving ethical research |
| what are some uses of anthropological knowledge | applied anthropology - forensics, medical - using it to solve real-world issues |
| socialization | the process by which human beings as material organisms, living together with ither similar organisms, cope with the behavioal rules established by their respective societes |
| enculturation | the process by which human beings living with one another must elarn to come to terms with the ways of thinking and feeling that are considered appropriate in their respective cultures |
| human agency | the exercise of at elast some control over their lives by human beings |
| holism | a characteristic of the anthropological perspective that describes how anthropology tries to integrate all that is known about human beings and their activities with the result that the while is understood to be freater than the sum of its parts. |
| coevolution | the diatetical relatinoship betweenbiological processes and symbolic cultural processes, in which each makes up an important part of the enviornment to which the other must adapt |
| why do anthropologists make the dinstinctino between culture big c and culture little c | Culture (big) has been used to describe an attribute of the human species as a whole - the ability to create and to imitate patterned, symbolic activities. culture (little) is the learned ways of life to specific groups |
| what is the difference between socialization and enculturation | socialization is learning customs of one's own culture while enculturation is learning and adapting to the customs of another culture |
| what does culture do for us | it provides framework for all aspects of social life, ensures continuity across generations, teaches us to be a specific kind of human bieng, encourages pride in self,culture, and heritage, and sets morals and ethical standards |
| why can't there be no primativse | all cultures are arbitary - they udnergo change across generations. no people live exactly as their ancestors did, and no culture is uniquely authentic - cultures emerge out of "syncretic" processes |
| how is culture a form of adaptation | it is a wya people relate to the enviornment to survive and reproduce. cultures include technology, organizations, and ideals, all adaptations to environment to survive. |
| how is culture historical | it did not emerge at once, homo habilis was thought to be the first stone tool user. culture co-evolved with humankind |
| how is culture evolutionary | it is passed down, but each generation adapts it - it is not copied perfectly. people |
| what are some examples of co-evolution | new diets, new diseases, and new living patterns shape selectino pressures. human-made enviornments (traffic sounds, night lights) alter animal behavior = selection pressure |
| how is human culture distinctive | we can communicate using complex symbolic representations, use niche construction to manipulate the envionrmnet, create institutions to enhance survival, rely on culture to overcome limitations, and able to study our own past |
| what are the characteristcs of culture | learned, shared, patterened, integrated, arbitrary, symbolic, adaptive |
| what evideince can we use to infer symbolic thought and creativity | bifacial stone tool points, bone tools, abalone shells containing ochre-based pigments |
| what can be taken as evidence of culture in the archaeological record | stone tools, artifacts, ecofacts, any sign of human-altered environment |
| how is cultural change highlighted in the archaeological record | different forms of pots or tools, changing the pattern |
| how did cultural change affect biologoical evolution | feedback loop - people adopt a new practive, that practoce changes the enviornment, some individuals have traits that do better under new conditions, those traits become more common |
| fieldwork | an extended peoriod of close involvement. with the people in whose languge or way of life an anthropologist is interesed, during which anthropologists ordinarily collect most of their data |
| participant observation | the method anthropologists use to gather information by living as closley as possible to the people whose culture they are studying while participating in their lives as much as possible |
| ethnography | an anthropologists written or filmed description of a particular culture |
| positivism | the view that there is a reality "out there" that can be known through the senses and that there is a single, appropriate set of scientific methods for investigating that reality |
| objective knowledge | knowledge about reality that is absolute and true |
| informants | people in a particular culture who woek with anthropologists and provide them with insights about their way of life. also called teachers or friends |
| intersubjective meaning | the shared, public symbolic systems of a culture |
| reflexivity | critically thinking about they way one thinks; reflecting in one;s own experience |
| multisited fieldwork | ethnographic reseach on cultural processes that are not contained by social, ethnic, religious, or national boundaries, in which the enthigrpaher follows the process form site to site |
| dialectic fieldworl | the procsses of building a bridge of understanding between anthropologist and informants so that each can begin to understand the other |
| culture shock | the feeling that develops in people living in an unfamiliar society when they cannot understand what is happening around them |
| fact | a widely accepted observation, a taken for-grated item of common knowledge. facts do not speak for themselves, only when they are inteprreted an dplaced in a context of meaning do they become intelligible |
| what is the difference of qualitative and quantitative data | qualitative is descriptive data drawn from non-statistical sources. quantitative is statistical information about community that be measured and compared |
| what are rich points and how are they importnat | rich points are moments of confusion or misunderstaning that highlight cultural differences. it is a key part of ethnographic fieldwork because negotiating ruptures in the field leads to deeper insights in cultural differences |
| what is by interpretation | to make sense of the unfamiliar, to tell stories, to construct an understanding so that one begin to see life as lived by members og a community |
| what is translation | to describe culture in ways that can be understood by people in different culture |
| what are different kinds of research methodologies | interviews, life histories, surveys, kinship analysis, social network analysis, mapping, longitudinal studies |
| how do anthropologists situation themselves in their work | they are writing from a (hopefully) unbiased view, explaining different aspects and characteristics of a culture. this positioning is important because it is shaped by who you are to them, so being respectful is key |
| what is the reflexitive approach and why importnat | assume self-conscious shifting on perspectives, analyze dynamics of interactions and the learning that traspired in any given context, and using analogies from one's own culture to humanize the lifeways of others.critically think about the way one thinks |
| what is ethnographic realism | refers to a rich account of community under observation, it recognized that cultures constantly change. it portray s people not as timeless and unchanging, but with agency |
| colonialism | cultural domination with enforced social change |
| neocolonialism | the persistence of profound social and economic entanglements linking former colonail territories to their former colonial rulers despite political sovereignty |
| capitalism | an economic system dominated by the suppy-demand-price mechanism called the market; an entire way of life that grew in repsonse to and in service of that market |
| typology | a classifiation system based on forms of human society |
| unilineal culutral evolutionsim | a 19 century theory that prposed a series of stages thorughw hich all societies must go in order to reach civilization |
| structural functional theory | a position that explores how particular social forms function from day to day in order to reproduce the taraditional structure of the society |
| cultural traits | particular features or parts of a cultural tradition, such as a dance, a ritual, or a style of pottery |
| culture areas | the limits of borrowing, or the diffusion, of a particular cultural trait or set of traits |
| cline | a gradualt change in phenotypic variation from one place to anotehr |
| what supports the fact that columbus was not the first to arrive in the new world | there is archaeological evidence for viking expiditions and named the new world vinland |
| in what ways did columbus change the world | he initiated the age of colonialism, opened way for transnational travel and migration, inaugurated large scale movement of goods and people, he expanded the reach of christianity, and left devaststing consequences on indigenous peoples |
| what inspired columbus to go abroad on the first place | find a source of spices and monopolize trade. wanted to prove the world was round?? |
| what spices were europeans after in the spice islands (indonesia) | nutmeg and cloves |
| what are the first two multinational corporations | the britihs east india compant and the dutch east india compant |
| how did the BEIC their nations | BEIC was a joint-stock compant supported by the british government. it set up trade in india, SE asia, and china and was proxt for british impoerialism |
| how did the DEIC support its nation | it was a chrtered compant and stocks were issued to investors. trade was set up in india, SE asia, africa, and the new world. It was proxy for dutch imperialism. by 1617 it was the richest commercial operation in the world |
| how were anthropologists play in colonail expansion | they assumed task to classify, study, and understand local cultures and document changes to ocal cultures before and after colonization. warly anthropologists used evolutionary theory to rank human societies |
| how did tea shape the history of hong kong | the opium war or war on drugs - it opened 5 ports for foreign trade and paid war damages to great britain. britian was given control of hong kong. when released from control, they had no idea how to functio |
| how did early anthropologists use unilineal culturla evolution to justify rule | all societies progress throught the same stages of development, so they were helping other countries |
| how does neoclonialism continue to shape global economic relationships today | new economic relationships between former colonies and former rulers despite independence, new forms of colonialism resulting from trade imbalances, globalization, and culturla imperialism |
| linguistics | the scientific study of langugae |
| phonology | the study of the sounds of language |
| morphology | the study of the minimal units of meaning in a language |
| syntax | the study of sentence structure |
| semantics | the study of meaning |
| pragmatics | the study of langugae in the context of its use |
| what is langugae and how is it different of that of other animals | langugae is a symbolic sysem that enables complex communnication. it differs form animal communication tdue to flexibility, creativity, and structure |
| what are hockets features fo language | openness, diisplacement, arbitrariness, duality of patterning, semanticity, and prevarication |
| what are some challenges to translation and barriers to cross cultural understanidng | there are vocublary equivalnce, grammatica-syntactical equivalence, idiomatic equivalnce, experiential equivalnce, and conceptual equivalnce. mis translations - i am a pregnant male animal vs im drunk |
| how is language importnat to fieldwork | anthropologists learn local languages where they work. it shows how people encode experience, understand the world and self, and interact socially. |
| what is linguistic inequality | some languages or dialects hold more social prestige |
| what is the relationship between language and ideology | it discloses a speakers sense of beauty or morality or basic understandings of the world, and also provides evidence of the ways in which our speech is alwyas embedded in a socia lworld of power differences |
| what is the linguistic relativity principle or theory. examples of diffrences | how different words are percieved or spoken. english - camel. arabic - more thna 400 words. japan - norik, wakame, konbu, mozuku, hojiki. english - seawees |
| how does language shape reality | langugae constructs reality, making absolute objectivity difficult. the real worls is to a large extent built ipon the language habits of a group. no two languages are similar to represent the same social reality |
| what is the FOXP2 gene and how does it link to language | it provides himans with a key component of learning langugae, associating words with objects |
| how does te NOVA1 gene contribute to speech and brain function | it contributes to speech and brain function because it is crucial to neural development. it is also related to many vocalization- realted genes |
| how do genetic mutations like FOXP2 and NOVA1 help explain the evolutoin of human communcation | humans have mutations that hve been passed down to provide mroe complex forms of speech, allowing for languages to arise and complex communication |
| how did early tool making influence brian development | natural selection would favor any variations that enhance ease, such as better stone tool making, passing on that mutation of a mroe developed brain. tool makig could have driven brain change throught known evolutionary mechanisms |
| what is the coevolution hypothesis and how does it explain the link between stone tools and language | that culture and biology influence each other. it links language and stone tool making because early hominins started making tools as a repsonse to their envioronment, it ended up changing their biology and brain developmetn |
| how might tool making have developed complex thinking and problem solving needed for langugae | it activates the creative side of the brain and problem solving stone tool making does, needing to figure out and analyze how to make tools and what shape would benefit, activating deeper critical thinking that oculd be used for language. |
Created by:
c-sneller