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Children’s development of executive function is a good candidate for studying cultural differences because it is a necessary capacity for becoming competent participants in cultural activities, and yet it is also likely to be shaped by culturally organized everyday experiences, with potential consequences for children’s development and learning. An ethnographically grounded study with Yucatec Maya children was conducted to explore cultural bias in existing theoretical constructs and methods. Yucatec Maya children autonomously organize their daily activities within a dense web of family social connections and work responsibilities. Yet small pilot samples of 4- to 8-year-olds were uninterested in and performed poorly on many traditional measures of EF due to a number of cultural assumptions inherent in the tasks’ logic and demands. Specific cultural road blocks were identified, including assumptions about motivation, task meaning, rules of social interaction, and specific cultural beliefs. Several novel tasks were then developed, comprised of contextually situated, goal-driven tasks, that children were more motivated to engage in. To check on the accuracy of our analysis we propose a design for a future comparative study consisting of a mix of traditional tasks (both culturally interpretable and culturally inappropriate for Yucatec Maya children), and novel, contextually embedded tasks that were engaging for Yucatec Maya children. We close with a cost/benefit analysis of using culturally meaningful research to study children’s development.

Studying Executive Function in Culturally Meaningful Ways