Book contents
- Frontmatter
- Contents
- List of figures
- List of tables
- Preface
- Acknowledgements
- Part I Introduction and methods
- Part II Results
- 4 Pilot study in Bali and first study (India and Nepal, 1999–2000)
- 5 Returning to Bali: main study 2002–2007
- 6 Varanasi
- 7 Kathmandu
- 8 Panditpur
- 9 Geneva
- Part III Additional studies
- Part IV Conclusions
- Appendices
- Bibliography
- Name index
- Subject Index
5 - Returning to Bali: main study 2002–2007
Published online by Cambridge University Press: 02 December 2010
- Frontmatter
- Contents
- List of figures
- List of tables
- Preface
- Acknowledgements
- Part I Introduction and methods
- Part II Results
- 4 Pilot study in Bali and first study (India and Nepal, 1999–2000)
- 5 Returning to Bali: main study 2002–2007
- 6 Varanasi
- 7 Kathmandu
- 8 Panditpur
- 9 Geneva
- Part III Additional studies
- Part IV Conclusions
- Appendices
- Bibliography
- Name index
- Subject Index
Summary
The first thing one of us (P. Dasen) did in the main study was to return to Bali, together with J. Wassmann, in order to replicate our initial study there with larger samples. This would have been difficult in the remote village of Bunutan, but in the small city of Singaraja and the neighboring village of Sambangan we encountered excellent working conditions. The tasks we used are the standard ones described in chapter 2.
The Balinese orientation system, and its cultural importance, have been described in chapter 3. In summary, the Balinese use a geocentric system of two orthogonal named axes, one (kaja–kelod) designating upstream/to the mountain vs. downstream/to the sea, and the transverse axis named kangin–kauh (hence the abbreviation KKKK). This is the case only if the local Balinese language is used; in the official Bahasa Indonesian (the only language used in schools, for example), the standard cardinal directions (NSEW) are used, and egocentric references are usually preferred. A glossary of Balinese and Indonesian terms used in our instructions, and examples of language produced by the children, are provided in Appendix 2. The sample characteristics for this main study, carried out in 2002, are provided in Table 5.1.
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- Development of Geocentric Spatial Language and CognitionAn Eco-cultural Perspective, pp. 141 - 162Publisher: Cambridge University PressPrint publication year: 2010