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This study reports on five disciplinary case studies that explore academic value systems as they influence publishing behavior and attitudes of University of California, Berkeley faculty. The case studies are based on direct interviews with relevant stakeholders--faculty, advancement reviewers, librarians, and editors--in five fields: chemical engineering, anthropology, law and economics, English-language literature, and biostatistics. The results of the study strongly confirm the vital role of peer review in faculty attitudes and actual publishing behavior. There is much more experimentation, however, with regard to means of in-progress communication, where single means of publication and communication are not fixed so deeply in values and tradition as they are for final, archival publication. We conclude that approaches that try to "move" faculty and deeply embedded value systems directly toward new forms of archival, "final" publication are destined largely to failure in the short-term. From our perspective, a more promising route is to (1) examine the needs of scholarly researchers for both final and in-progress communications, and (2) determine how those needs are likely to influence future scenarios in a range of disciplinary areas. (Contains 11 notes.)

Very few Latinos earn doctorates in anthropology, and the number enrolling in undergraduate programs is also not encouraging. This paper addresses the low and stagnant number of "new" Latino doctorates in anthropology, discusses reasons for this poor showing, and presents a possible solution--an approach to the study of anthropology that emphasizes fieldwork to make students active participants in their training. This approach is a key component of the Palerm School of Anthropology, which has produced many doctorates in Mexico and has been implemented at the Center for Chicano Studies at the University of California, Santa Barbara (UCSB). About 25 years ago, anthropology in Mexico took a radical turn in its intellectual development, moving away from functionalism and"indigenismo" toward cultural ecology and peasant studies. Mexican anthropology also became more applied as Angel Palerm and his cohorts began to address development issues. An advocate of integrating theory and praxis at the start of a student's career, Palerm established a field school in Tepetlaoztoc, where Mexican and foreign students studied specific issues in rural communities. Juan Vicente Palerm introduced his father's approach at UCSB, involving Chicano students in ethnographic field studies of Mexican farmworkers in California agriculture and of Mexican American communities and developing a faculty mentoring program for graduate anthropology students. These experiences show Latino students that anthropology is relevant to the pressing problems of the Latino population and to the students' career goals. (Contains 14 references.) (SV)

Current trends toward transnational and postmodern analysis in anthropology were anticipated by theoretical and methodological positions held by those involved in Chicano Studies. In addition, new institutional forms were inaugurated in anthropology as a direct and indirect result of the experience of participating in Chicano Studies programs. Many simultaneously participated in Chicano Studies and engaged in graduate programs in anthropology in the 1960s and 1970s. In fact, what is particular to all this cohort of incipient anthropologists, is their shared experiences in multinational ethnography, processes and analysis, and a "critical cultural" stance. From Chicano Studies, most who were to become anthropologists became adept, if not expert, at engaging in a variety of nomothetic, interpretive, quantitative, and qualitative discourses. Yet, by necessity and through a voracious interest, Chicano Studies professors consumed everything and filled their own "starved minds" to teach students. During this period, there were more bibliographies written by many than there were entries for their creation. Chicano Studies scholars were engaged in constant intellectual struggle to understand the realities of exploitation, racism, and repression. They challenged and critiqued the notion of a disengaged and authoritarian anthropology; deconstructed current ethnographies of Mexican Americans; laid out the theoretical and methodological deficiencies of anthropology; and insisted on a more rigid application of systematic fieldwork. This paper summarizes the contributions of Chicano Studies scholars to anthropology and provides a personal narrative of the intellectual and professional development of researcher/author of anthropology and Chicano Studies, Carlos G. Velez-Ibanez. (Contains 30 references.) (AA)

Conducting observational research in a cross-cultural context invokes a unique set of difficulties. This paper describes sources of bias and threats to validity that are specific to cross-cultural research. It describes problems of cross-cultural research designs for descriptive studies, comparative research, and experimental research and outlines techniques for dealing with problems. (Contains 12 references.) (LMI)

This paper is an attempt to summarize as explicitly as possible certain empirical findings of classical biosystematics and modern semantic ethnography which may be considered to represent formal universals of human mental structure. The paper offers a formal treatment of the subject of taxonomy, and an application of the formalism to several problem areas in the fields of semantics, ethnography, and cognition. The structure formalized here, essentially following the notions of Linnaean biology, is a hierarchy of inclusion relations among a collection of named sets of objects. Section one introduces the formal definition of taxonomic structure and sketches the major outlines of this kind of mathematical object. Section two introduces some theoretical problems relating to taxonomy in ethnographic and semantic contexts and show how this forumlation applies to, and clarifies, these problems. In particular, the notion of semantic contrast in the context of taxonomy is examined in some detail. Section three introduces the notion of taxonomy and examines the nature of the mapping which governs the realization of conceptual taxa by lexical items. (Author/AM)

Criticism has been directed at a growing body of literature broadly referred to as ethnoscience, ethnosemantics, folk science, ethnographic semantics, and cognitive anthropology. Criticisms concern methodological and analytic aspects of ethnoscientific procedure, and the directions of ethnosemantic research from a theoretical point of view. The present paper seeks to answer these criticisms and to evaluate the theoretical strengths of ethnosemantics. The focus of ethnosemantic work shifted in the early and mid-sixties, partially as a reflection of renewed interest in theoretical linguistics in language universals, and largely due to the growing number of ethnographies being completed. A number of parallels were discovered in formal classificatory structures, the most striking ones being in the area of lexicon. Detailed descriptions of particular lexical domains led to general semantic structures ignored by the methods of traditional cultural anthropology. One example of empirical research suggestive of the universalist-evolutionary orientation in ethnographic semantics is described, namely Berlin and Kay's work on color classification. (CLK)

This paper demonstrates, with reference to the Samal of Tagtabon Island, how the structure of local domestic groups and the statistical distribution of residence types can be derived from a detailed description of the decision rules used by Samal native actors themselves in making, evaluating and predicting residence choices. Considering the census data alone, a matrilineal principle or bias appears to dominate the selection of residence locations. But this apparent matrilineal tendency is an artifact of the rule which Tagtabon Samal use in making decisions about residence, a rule which makes no reference to any matrilineal principle. Nine assessments (decision criteria) for residence rules are given. In the selection of a mode of residence a person's age category is of primary importance. In terms of residence locale, the most important phenomenon by far is the preference ranking of kin classes, operative in residence decisions throughout a person's life. (CFM)

This analysis seeks to link discourse structure and semantic or lexical systems. The example is given of a Cuna curing chant named "the way of the pepper," in which 53 names for pepper ("kapur") are used in a projection of a paradigmatic axis (the lexical taxonomy) onto a syntagmatic axis. A corollary of the principle of viewing discourse from this perspective is that uses of speech or discourse structures actually serve to define or elaborate certain linguistic sub-systems. This is termed "ecology of language." This and other examples suggest other areas for future research, namely the full range of principles by which paradigmatic systems are projected onto syntagmatic discourse structures, the relation of this principle to other basic principles, and the kinds of linguistic variation (phonological, or lexical, for example) manipulated in the process of discourse organization. (Author/AM)

The purpose of this essay is to expand the conceptual content of folkloric performance as a communicative phenomenon, as spoken art. Performance is seen as representing an interpretive frame, whose nature may vary. This framing is accomplished through the use of culturally conventionalized metacommunication (communication about communication), which will vary from community to community; the task of ethnography of performance is to uncover these means. The metalanguage employed in the evaluation of performance, and the esthetic standards expressed therein, constitute another essential consideration in the ethnography of performance. The association of performance with particular genres is a significant aspect of the patterning of performance within communities. Another key aspect of performance systems is the manipulation of conventional systems to fashion novel ones. The emergent quality of performance resides in the interplay between communicative resources, individual competence, and the goals of the participants, within the context of particular situations. The three kinds of structure emergent in performance are text, event, and social structure. Finally, performance by its very nature has implications for the creation of social structure in performance. This final consideration opens the way to additional considerations concerning the role of the performer in society. (Author/AM)

Since Berlin and Kay's proposal in 1969 of two universals concerning the meanings of basic color words, three kinds of information have become available to help in understanding the encoding sequence, that is, the temporal order in which the basic color categories are accorded lexical status. McDaniel (1972, 1974, forthcoming) demonstrates that the encoding sequence is best understood not as the successive encoding of foci, but as the successive differentiation of color categories. Field studies of the color systems of a Jivaroan, a Mayan, a Papuan, an Eskimo and three Austronesian languages have been critical in understanding the encoding sequence. Fuzzy set theory as developed by Zadeh (1965, 1971) provides a formalism for expressing the understanding of basic color categories. The present study brings together work by McDaniel, the field studies, and fuzzy set formalism. If a color category is viewed as a fuzzy set, vacillation between focus and boundary is avoided when discussing universal color categories, their interrelations, and the sequence in which they are encoded in evolving color lexicons. (CLK)

A large-scale study of the relationship between ethnocentrism and cultural relativism was made to evaluate the effects of an anthropology curriculum on students' levels of ethnocentrism. Its hypothesis is that ethnocentrism is modified by studying anthropology and, to a lesser extent, other social sciences. The design, execution, and analysis of the study of ethnocentrism in high school students from a Chicago suburb are described as modified by the school's environment. Pre- and posttests were administered to 352 male and female subjects in the 10th, 11th, and 12th grades during the 1969-70 school year. The study has both theoretical and applied characteristics, which are derived from its goals--course evaluation, measurement scale methodological innovation, measurement instrument development, and substantive clarification--and it has both virtues and faults from using naturally occurring groups to obtain a "normal" sample. Two new measures of ethnocentrism were developed; therefore, an investigation of the intercorrelation of these measures, three accepted measures, and related concepts is proposed. Questionnaires used in this study are included in appendixes. (Author/ND)