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Cultural Psych
Cultural Psychology
| Question | Answer |
|---|---|
| Hokkaido Japanese | a stronger tendency to make dispositional attributions (versus contextual attributions) than did mainland Japanese. Very similar magnitude of tendency for Hokkaido Japanese and Americans.] |
| Causes of Individualism / Collectivism | -Affluence -Population density -Mode of economic activities -Mobility -Pathogen prevalence -Genetics |
| the more mobility = | the more individualistic the culture |
| Why is Hokkaido is an individualistic area? | because Hokkaido consists of people who have exhibited high mobility in their lives. |
| What can inhibit the transmission of pathogens | collectivism (e.g., ethnocentrism, conformity) |
| 5-HTTLPR | has connections to psychological disorders |
| Gene-culture coevolution | There is a genetic composition of a group, and people in that group evolve their culture to protect the group (from the genetic risk factor); culture has some impact upon selection in the group as well |
| what is proximal cause | direct and immediate relations with their effects |
| what is distal cause | "the real reason something occured" |
| evoked culture | |
| Sapir Whorf | speakers of diff languages think and actdifferently, and they do so because of the differences in their languages. Diffs in language shape or cause diffz in thought. Hypo - If you don’t have a word for something means you don’t have the concept for it. |
| support for whorf, Carroll & Casagrande (1958), Navajo speakers and English speakers | Comparison between Navajo speakers and English speakers Navajo language used a more complex system of shape classification than English. Categorization of objects? They use more shapes to categorize over colors. |
| what is Neo Whorf | Its not deterministic, language does matter but not as much. |
| neo whorf english and russian | In Russian there is only light and dark blue. Quicker to distinguish them when it falls into the diff category. If the colors fall into the same blue, then they have a much slower and worse memory for those. Good at between categories but not when w/in. |
| Neo whorf: Boroditsky and gaby, Pormpuraaw vs. English | Use cardinal for space/time Mentally represent time w/ ESWN, Shown pics, asked to arrange chronologically, depending on where they sat they set it them E to W. Mentally representing using direction, shows how people think about time is affected by lang |
| Against Whorf: Rosch(1973) | Danish speakers vs Englishs peakers English has multiple words for colors, but Danihas only two words Color memory test Results: Although Dani speakers have less words for colors, their memory for color is comparable to that of English speakers. |
| Influence of Language on Thoughts | A language can bring up a particular representational system that is associated with the language. |
| what does "Language is a prime" mean | when we speak a language we are primed for certain concepts and ideas. Primes cultural context. |
| coordinate billingual | learned languages at diff times |
| compound bilingual | learned languages at the same time. |
| which group was primed in the categorization task for coordinate or compound | cooridinate |
| in chineses they speak with _____relational terms (more/less) | more |
| in english they speak with _____ relational terms (more/less) | less |
| Talking reflects and promotes better thinking. | Talking and Thinking Assumptions: for wester cultures |
| Talking interferes with thinking. | Talking and Thinking Assumptions for East Asian cultural contexts |
| Socratic Method; Plato; Whorfian Hypothesis | Talking and Thinking Traditional views for wester cultures: |
| Talking and Thinking Psychology for Watson; “Thinking-Aloud” (Ericsson & Simon, 1993). | western |
| Talking and Thinking for Traditional views; Taoism and Buddhism; Meditation | East Asian culture |
| Talking and Thinking Parenting for :Parents encourage children to listen | East Asian culture |
| Talking and Thinking for Psychology Absence of the connection between talking and thinking. | East Asian culture |
| Talking and Thinking Education for Listening in silence is important in class. | East Asian culture |
| Results from Kim Study, culture and effect of talking | o European American: No difference between thinking-aloud and control. o East Asian American: Much better on control than on thinking-aloud; talking hurt performance. |
| Talking and Thinking Parenting for western cultures | Parents encourage children to talk |
| Talking and Thinking Education for western cultures | Verbal participation is important in classroom |
| Culture and the Effect of Talking on Thinking 1 (Kim, 2002) | - To examine cultural difference in how talking affects thinking - The effect of thinking-aloud - Independent variables: Culture (European American vs. East Asian American) o Talking (Talking vs. Control) - Dependent variable: Cognitive performanc |
| Cultural Differences in Styles of Thinking (Nisbett et al., 2000) East asians tend to use more _________ thinking | holistic |
| Cultural Differences in Styles of Thinking (Nisbett et al., 2000) European Americans tend to use more _________ thinking | analytic |
| Thinking aloud does not affect verbal cognitive processes that | can be easily verbalized (e.g., analytic problem solving). |
| Thinking aloud interferes with cognitive processes | that cannot be easily verbalized (e.g., holistic problem solving). |
| Cultural diffs between Chinese and English speakers in brain activities while mental arithmetic performance, Perisylvian Language Region, As it gets more complex (Symbol → Comparisons), the activation level of this linguistic area in the brain goes up fo | English. But, for Chinese speakers, it doesn't reliably go up. |
| Cultural diffs between Chinese and English speakers in brain activities while mental arithmetic performance Premotor Association Area (PMA) •As the task gets more complex the activation level of this association area in the brain goes up for | Chinese speakers. However, for English speakers, it does not reliably go up.] |
| High context culture | focus more on context than language. |
| Language Use - Individualistic cultures: | People tend to say what they want to say in a more direct fashion they are a Low context cultures |
| Language Use - Collectivistic cultures: | o Indirect, elaborate, contextual, and affective form of communication o [High context cultures] |
| Conversational Indirectness is related to… | o Personality factors o Major o Culture [Koreans are more indirect compared to Americans] |
| People from interdependent cultures (i.e., high context cultures) rely on _______ cues more. | non-verbal, o Use of silence o Tone of voice o Facial expression o Posture |
| why are southerners considered more aggresive than northerners? | Culture of honor o Ideology justifying violence for self-protection and for maintaining “honor” or a reputation for toughness o Rooted in their history and economy of the region |
| how is the culture of honor perpetuated? | social orgs norm of politness norm enforcement |
| Pluralistic ignorance in the south | no one says they are in favor of violoence but they believe others are so they say nothing. |
| Competent Children study in japan a child is | o with Social fitness and accommodation o Control of emotions |
| Competent Children study In the U.S., a competent child is | o Autonomous and efficacious o Sociable o Expressive |
| ideal american child | Self-confidence, +independence, +and the ability to function autonomously |
| ideal puerto rico child | Obedience, + capacity for relatedness, and + maintenance of proper demeanor |
| dispositional attribution | internal |
| contextual attribution | external |
Created by:
bbbennington
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