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Cross-Cultural > Chapter 1,3,4,5 > Flashcards

Chapter 1,3,4,5 Flashcards

1
Q

Central ingredients of your life ( 2nd decade of 21st century)

A

Culture
Cultural differences
Intercultural communication

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2
Q

Imperative for intercultural competence

A

Demographic
Global
Technological
Peace
Self-awareness
Interpersonal concerns/imperative

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3
Q

Largest and most extensive mixing up ever

A

US and the world

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4
Q

When is the multicultural population is expected to triple?

A

2050

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5
Q

In 2050, this demographic is among the fastest growing groups

A

Children’s demographic

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6
Q

A multicultural society

A

US

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7
Q

% of the people in the US speak a language other than English at home

A

20%

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8
Q

Common religion in the US

A

hindus
Muslims
Buddhist

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9
Q

This make it possible to establish virtually instantaneous links to people thousands of miles away.

A

Communication media such as:
Internet
Global positioning satellites
Mobile phones

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10
Q

Contribute to the creation of the global village

A

Modern transportation system

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11
Q

One of the growth industries worldwide and the US benefits from it

A

International tourism

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12
Q

A major service sector export into the global economy

A

Us higher education

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13
Q

How much is the money spend on living expenses of international students

A

22 B

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14
Q

% of students come from outside the US

A

74%

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15
Q

Thses are essential for the self awareness imperative for intercultural competence

A

Thoughts
Feelings
Action
Worldviews
Judgement
Habit

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16
Q

Communication is…

A

Symbolic
Interpretive
Transactional
Contextual
Process

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17
Q

It represent the shared meanings that are communicated

A

Symbols

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18
Q

Word , action, object that stands for or represents a unit of meaning

A

Symbol

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19
Q

Outcom s of the communication process

A

Understanding
Agreement

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20
Q

It means that the participants have imposed similar or shared interpretations about what the messages actually mean- communication has occurred

A

Understanding

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21
Q

Means that each participant, not only understands the other’s interpretation but also holds a view that is similar to.

A

Agreement

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22
Q

Pachakge of symbols used to create shared meanings

A

Message

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23
Q

Explain : communication is symbolic

A

Symbols represent the shared meanings that are communicated. Meaning, in return, is a perception, thoughts, or feelings that a person experiences and might want to communicate with others

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24
Q

Explain: communication is interpretive

A

Whenever people communicate, they must interpret the symbolic actions of others and make a significance of those behaviors to create a meaningful account of the others’ actions

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25
Q

Explain: communication is transactional

A

It implies that all participants in the communication process work together to create and sustain the messages that develop.

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26
Q

There are diff views and models for how the process of communication takes place

A

Actional
Transactional
Interactional

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27
Q

This view held that communication was a linear, one-way flow of ideas and information and that the focus of this view was primarily on information transmission- reliant on the sender.

A

Actional view

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28
Q

Reasons why actional view is not very useful in the study of intercultural communication

A
  1. Sender’s goal is to persuade the receiver- more focused on selling and telling.
  2. This view assume the receivers of message are somehow inferior to the sender- little ability to influence the communication process- aimed mere manipulation of the receiver
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29
Q

This view emphasizes the construction of shared creation of messages and meanings.

A

Transactional view

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30
Q

All participants are simultaneously interpreting multiple messages at all moments. The messages not only include the meaning of the words said, but also the meaning conveyed by the tone of voice, the types of gestures, frequency..

A

Transactional view

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31
Q

The transactional view differs from interactional and actional in 2 ways

A
  1. It recognizes the goal of communication to improve one’s knowledge, seek understanding, develop agreement and negotiate shared meanings
  2. It recognizes that at any given instant,no one is just sending or just receiving messages
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32
Q

The actional view emphasizes ____ of the message, the interactional view emphasizes____

A

Transmission
Interpretation

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33
Q

Ongoing responses are called

A

Feedback

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34
Q

This view explicitly includes the receiver in the communication process and recognizes that the receivers provide the sender with feedback

A

Interactional view

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35
Q

Different aspects of the context

A

Physical
Social
Interpersonal

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36
Q

Explain: communication is contextual

A

All communication takes place within a setting or situation. Context-the place where people meet.

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37
Q

Includes the actual location of the interactants -outdoors, indoor etc.

A

Physical context

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38
Q

Refers to the widely shared expectations people have about the kinds of interactions that normally should occur given different kinds of social event.

A

Social context

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39
Q

Refers to the expectations people have about the behaviors of others as a result of differences in the relationships.

A

Interpersonal context

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40
Q

A sequence of many distinct but interrelated steps

A

Process

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41
Q

A form of communication that involves a small number of individuals who are interacting-exclusively with one another and who therefore have the ability both to adapt their messages specifically for those others and to obtain immediate interpretations from them.

A

Interpersonal communication

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42
Q

4 characteristics of interpersonal communications

A
  1. It involves small number of people
  2. It involves people exclusively interacting with one another
  3. It involves immediate interpretation
  4. It is adapted to specific others.
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43
Q

5 metaphors used to describe the cultural mix within the US

A

Melting pot
Tributaries
Rainbow
Tapestry
Garden salad

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44
Q

Melting pot(huge crucible container)- Used to melt, mix and ultimately fused together metals or other substances.(3)

A
  • immigrants BLEND together = assimilated culture = stronger and better than the indi cultures of which is composed.
    - adopted some of the practices and preferences of other groups.
    -ought to blended to overcome their indi weaknesses
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45
Q

Negative connotations about America(melting pot)

A

Abandon one’s cultural heritage in exchange for homogenized “American” culture

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46
Q

Tributaries (3)

A

-Like a huge cultural watershed providing numerous paths in which the many tributaries can flow.
- maintain unique identities
- combine to form a major river= blend=single common current

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47
Q

Negative connotation of tributaries

A

Subordinate to or less important than the mighty river into which they flow

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48
Q

Rainbow(2)

A

-colours represented the wide variety of cultures.= coexist amicably
- pride, indentities, diversity

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49
Q

Negative connotation of rainbow metaphor

A

Cultures should be separate, unequal and hierarchically ordered

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50
Q

A decorative cloth made up of many strands of thread.

A

Tapestry

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51
Q

Tapestry (3)

A

-each thread is akin to a person and groups of similar threads are analogous to a culture
-image is not flawless
-static and unchangeable

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52
Q

Cultural groups in the US are more fluid than the tapestry metaphor might imply

A

Migrations
Immigrations
Mortality patterns all alter the cultural landscape

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53
Q

Garden Salad

A

-blended into a unique, one hopes, tasteful mixture
-suggests an absence of firmness and stability

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54
Q

Refers to the coexistence of culturally different groups

A

Multiculturalism

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55
Q

Emphasize the desire to pay equal attention to all cultural groups and their experiences

A

Multiculturalism

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56
Q

Invoked a spirit of cultural pluralism and presumed equality.

A

Diversity

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57
Q

Post racial

A

Refers to the notion that a society no longer has any racial conflict

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58
Q

Term used to referred to White Americans . Suggested the economic and political power of white US Americans

A

Dominant culture

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59
Q

People from nondominant cultures

A

-subordinate / inferior
-unworthy of access to resources

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60
Q

Alternative label for white US Americans

A

Majority

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61
Q

Common cultural heritage of US

A

European Americans

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62
Q

Intxt that is perceived as effective in fulfilling certain rewarding objectives in a way that is also appropriate to the context in which the interaction occurs.

A

Competent communication

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63
Q

Means that competence is a social judgement about how well a person interacts with others

A

Perceived

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64
Q

Results in behaviors that are regarded as appropriate -the actions of the communicators fit the expectations and demands of the situation

A

Competent interpersonal communication

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65
Q

People use the symbols they are expected to use in a given context

A

Appropriate communication

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66
Q

Results in behaviors that are effective in achieving desired personal outcomes

A

Competent interpersonal communication

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67
Q

A social judgement that people make about others

A

Communication competence

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68
Q

Judgement depends on the ff:

A
  • context
  • rel bet the interactants
  • goals or objectives that the interactants want to achieve
  • specific verbal and nonverbal messages
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69
Q

Components of intercultural competence

A

Context
Appropriateness and effectiveness
Knowledge
Motivation
Skills

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70
Q

It is not independent of the relationships and situations within which communication occurs

A

Context

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71
Q

It means those behaviors that are regarded as proper and suitable given the expectations generated by a given culture l, situation etc.

A

Appropriateness

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72
Q

It means those behaviours that lead to the achievement of desired outcomes

A

Effectiveness

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73
Q

Refers to the cognitive information you need to have about the people, context, and norms of appropriateness that operate in a specific culture.

A

Knowledge

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74
Q

Includes people’s overall set of emotional associations as they anticipate and actually communicate interculturally.

A

Motivations

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75
Q

Refers to the actual performance of those behaviors that are regarded as appropriate and effective

A

Skills

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76
Q

A tool for examining people’s communication behaviors- and in so doing provides a guide to the very basic of intercultural competence

A

BASIC skills
Behavior assessment scale for intercultural competence

77
Q

8 categories of comm behavior are described in this tool, each of which contributes to the achievement of intercultural competence

A

BASIC skills

78
Q

Basic dimensions of intercultural competence (types pf comm behavior)

A

Display of respect
Orientation to knowledge
Empathy
Interaction management
Task role behavior
Relational role behavior
Tolerance for ambiguity
Interaction posture

79
Q

The ability to show respect and positive regard for other people and their cultures

A

Display of respect

80
Q

The recognition that individual’s experience shapes what they know

A

Orientation to knowledge

81
Q

The capacity to behave as though you understand the world as others do

A

Empathy

82
Q

Skill in regulating conversations and taking turns

A

Interaction management

83
Q

Behaviors that involve the initiation of ideas related to group problem solving antivities

A

Task role behavior

84
Q

Behaviors associated with interpersonal harmony and mediation

A

Relational Role Behavior

85
Q

The ability to react to new and ambiguous situations with little visible discomfort

A

Tolerance for ambiguity

86
Q

The ability to respond to others in descriptive and nonjudgmental ways

A

Interaction posture

87
Q

A tool that allows people to control the meaning to the verbal and non verbal symbols used by others

A

DIE
description interpretation and evaluation

88
Q

The tool is based on the differences in how people think about and then verbally speak about the people with whom they interact and the events in which they participate

A

DIE

89
Q

The process of DIE

A

The tool starts with the assumption that
Mental shorthand(to receive info from the world around them) -form interpretations and evaluations (without being aware of the specific sensory information they have perceived)

90
Q

4 people who described variations in cultural patterns

A

Edward Hall
Geert Hofstede
Shalom schwartz
GLOBE

91
Q

Cultures differ in the extent to which their primary message patterns are high context or low context

A

Edward hall

92
Q

Six dimensions along which cultures vary by?

A

Geert Hofstede

93
Q

There are 3 problems that all cultural groups must solve which results in seven dimensions of culture by?

A

Shalom schwartz

94
Q

This one incorporates many of the previously described ideas and identifies 9 dimensions of culture by??

A

GLOBE

95
Q

Organizes cultures by the amount of information implied by the setting or context of the communication itself, regardless of the specific words that are spoken

A

Edward Hall

96
Q

Edward Hall Argument

A

Human beings are faced with many perceptual stimuli- sights, sounds, smells, tastes, and bodily sensations.
Cultures provides perceptual filters to screen between the person and all the stimuli

97
Q

High context cultures characteristics

A

-High-context message
-Very little is provided in the coded, explicit, transmitted part of the message.
-Meaning: implied by the physical setting, part of the individual’s internalized beliefs, values, norms, and social practices and there is a large emphasis on nonverbal
codes
-very little of the interpretation of the messages left to chance
-much more is taken for granted and assumed to be shared,
-do not need to be explicitly and verbally transmitted ; fixed and specific expectations
-rxn: likely to be reserved,
- commitment between 2 people is very strong and deep and responsibility to oneself
Loyalties to families and the members of one’s social and work groups are long lasting and unchanging

98
Q

Examples of high-context cultures

A

Japanese
African American
Mexican
Latino

99
Q

Characteristics of Low context cultures

A

-Use low context messages
-Majority of the info is vested in the explicit code and readily observable
-people look for the meaning of others’ behaviors in the messages that are plainly and explicitly coded.
-the details of the message are expressed precisely and specifically in the words that people use as they try to communicate with others.
-

100
Q

Examples of low context cultures

A

German
Swedish
European American
English

101
Q

Use of rxn of high context vs low context

A

High- reserved
Low- frequently explicit and readily observable

102
Q

Interpretation on high context

A
  • very little interpretation in the message
  • meanings are internalized and large emphasis in nonverbal code
103
Q

Interpretation in low context

A

Precisely and explicitly coded
The details of the message are expressed precisely and specifically in the words that people use

104
Q

In high context commitment between people is

A

Very strong and deep and responsibility to oneself

105
Q

In high context loyalty to families, members and eork grps are

A

Long lasting and unchanging

106
Q

Orientation to time high context

A
  • more open, less structured and more responsive
  • less subject to constraints and external goals
107
Q

Orientation to low context

A

Highly organized

108
Q

6 dimension of Hofstede

A

Power distance
Uncertainty avoidance
Time orientation
Masculinity vs femininity
Indulgence vs restraint
Individualism vs collectivism

109
Q

Hofstede’s cultural taxonomy

A

People carry mental program or software of the mind (which carry ideas of culture and dominant values) developed during childhood and reinforced by their culture

110
Q

Basic concerns of all cultures

A

Human inequality

111
Q

Institutional and organizational power should be distributed unequally and whether the decision of the power holders should be challenged or accepted

A

Power distance

112
Q

Cultures that prefer small power distance

A

Denmark
Austria
New zealand
Israel

European American

113
Q

Small power distance believe in the importance of

A

-minimizing class inequality
- reducing hierarchical organizational structures
-x questioning or challenging authorities
- using power only for legal purposes

114
Q

Cultures that prefer large power distance

A

Guatemala
Arab countries
Malaysia
Phil

115
Q

Cultures prefer large power distance believe

A
  • each person has a rightful and protected place in the social order
  • x questioning or challenging authorities
  • hierarchy inequality are appropriate
116
Q

The extent which the culture feels threatened by ambiguous, uncertain situations and tries to avoid them by establishing more structure

A

Uncertainty Avoidance

117
Q

Try to ensure uncertainty predictability and security through an extensive set pf rules regulations and rituals

A

High uncertainty avoidance

118
Q

Minimize the number of rules and rituals that govern social conduct and human behavior

A

Low uncertainty avoidance

119
Q

Desire or even demand consensus about societal goals

A

High uncertainty avoidance

120
Q

Accept and encourage dissent among cultural members

A

Low uncertainty avoidance

121
Q

Do not like to tolerate dissent or allow deviation in the behaviors of cultural members

A

High uncertainty avoidance culture

122
Q

Many rules to control social behaviors

A

High uncertainty avoidance

123
Q

Few rules to control social behaviors

A

Low uncertainty avoidance

124
Q

Adopt elaborate rituals and religious practices that have a precise form or sequence

A

High uncertainty avoidance

125
Q

Example of high uncertainty avoidance

A

Portugal uruguay greece guatemala

126
Q

Example of low uncertainty avoidance

A

Denmark
Jamaica
Ireland
India

127
Q

Tend to be group-oriented

A

Collectivistic culture

128
Q

Typically impose a large psychological distance between those who are members of their group and those who are not members

A

Collectivistic culture

129
Q

Judged on their performance, right to display the material things they acquire

A

Masculine culture

130
Q

Less external achievement, importance of life choices that improve intrinsic aspects of the quality of life

A

Feminine culture

131
Q

Believe in ostentatious manliness

A

Masculine culture

132
Q

Equality bet the sexes , less prescriptive role behaviors, acceptanve of nurturing role for both women and men

A

Feminine culture

133
Q

Men should be assertive and women should be nurturing

A

Masculine culture

134
Q

Men are far less interested in achievement

A

Feminine culture

135
Q

Masculine sex role and inequality

A

Sex role: clearly differentiated
Inequality: beneficial

136
Q

Feminine sex role and equality

A

Sr: more fluid
Equality : norm

137
Q

Academic performance is highly rewarded

A

Masculine culture

138
Q

Accommodation is more highly rewarded

A

Feminine culture

139
Q

Competitive, visible, successful and vocationally oriented

A

Masculine

140
Q

Cooperation, sense of solidarity, modestly and properly, intrinsically intelligent, friendliness

A

Feminine

141
Q

Example of masculine

A

Japan
Austria
Mexico
Italy

142
Q

Example of feminine

A

Thailand
Chile
Portugal
Sweden

143
Q

Person’s point of reference about life and work

A

Time orientation

144
Q

Cultures with long term orientation

A

S korea
Germany
Japan
Russia

145
Q

Cultures with short term orientation

A

Colombia
Australia
Morocco
Iran

146
Q

These cultures have expectation of wuick results following one’s actions

A

Short term orientation

147
Q

They all admire: persistent, thriftiness, humility, linguistic , social distinction (sibs), deferred gratification

A

Long term gratification

148
Q

View that pleasure and enjoyment of life are desirable- puts the focus on happiness as a way of life

A

Indulgence

149
Q

Focus on self discipline and believe that individuals should curb their urges and desires for unrestrained fun

A

Restraint

150
Q

Cultural preference for the kinds of relationships and boundaries that ought to exist between individuals and the larger group

A

Dimension autonomy vs embeddedness

151
Q

People are regarded as independent and they are encouraged to express their unique preferences, tendencies, abilities and feelings

A

Autonomy culture

152
Q

2 types of cultural autonomy

A

Intellectual
Affective

153
Q

Promote and support people’s independent pursuits of thoughts, ideas, and knowledge; curiosity, creativity and s broadminded view of the world are encouraged

A

Intellectual autonomy

154
Q

Encourage and reinforce each individual’s pursuit of pleasurable emotional states, enjoyable feelings varied experiences and an exciting life.

A

Affective autonomy

155
Q

The preference is for one’s routines,activities, goals- one’s entire life to be shared communally

A

Embeddedness culture

156
Q

Components of cultural patterns

A

Beliefs
Values
Norms
Social practices

157
Q

An idea that people assume to be true about the world

A

Belief

158
Q

Include the culture’s fundamental teachings about what reality us

A

Central belief

159
Q

Refers to matters of personal taste.

A

Peripheral beliefs

160
Q

Desired characteristics or goals of a culture, a culture’s value do not necessarily describe its actual behaviors and characteristics

A

Values

161
Q

Guiding principles in peoples lives

A

Values

162
Q

Whether the value is seen as positive or negative

A

Valence

163
Q

Indicates thr strength or importance of the value

A

Intensity

164
Q

Socially shared expectations of appropriate behaviors

A

Norms

165
Q

Cultures differ from one another but within every culture, there are indis who vary from the cultural patternd most often associated with it

A

Kluckhohn and strodtbeck

166
Q

Predictable behavior patterns that members of a culture typically follow

A

Social practices

167
Q

4 conclusions about the functions of cultural patterns

A
  1. People in all cultures face common problems for which they must find solutions
  2. The range of alternative solutions to a culture’s problems is limited
  3. Within each culture there will be preferred solutions vbut there are those who will choose other solutions
  4. The preferred solutions shape the culture’ basic assumptions about beliefs values norms and social practices- cultural pattern
168
Q

5 major elements in Kluckhohn and strodtbecks description of cultural patterns

A

Activities
Social relation
Self
World
Passage of time

169
Q

Defines how the people view human actions and the expression of self through activities.

A

Activity orientation

170
Q

How the people in a culture organize themselves and relate to one another

A

Social relations orientation

171
Q

How people’s identities are formed, whether the culture views the self as changeable, what motivates individual actions and the kinds of people who are valued and respected

A

Self-orientation

172
Q

Past
Present
Future

A

Japanese and chinese
Native Americans and latinos
European Americans

173
Q

Encourages people to view others as social and moral equals who voluntarily choose to work together as peers to fulfill shared interests

A

Egalitarianism

174
Q

Places taught to tbe concerned about the welfare of others, to corporate, and to be responsible and honest about helping others.

A

Spain and Belgium

175
Q

Unequal distribution of social, political and economic power as legitimate and desirable

A

Hierarchy culture

176
Q

This deals with people’s orientations to social and natural resources.

A

Harmony vs mastery

177
Q

Encourage acceptance and blending into the natural and social worlds.

A

Harmony

178
Q

Encourage the members to direct and control the natural and social worlds

A

Mastery culture

179
Q

9 dimensions of Globe

A

Power distance
Uncertainty avoidance
Institutional collectivism
Ingrp collectivisim
Gender egalitarianism
Assertiveness
Future orientation
Humane orientation
Performance orientation

180
Q

Power should be stratified, unequally shared and higher concentration at higher levels

A

Power distance

181
Q

The degree to which people express pride, loyalty, cohesiveness, solidarity in their family

A

Ingrp collectivism

182
Q

The degree to which a culture’s institutional practices encourage collective actions sand the collective distribution of resources

A

Institutional collectivism

183
Q

Decisions that juxtaposition the benefits to the group with the benefits to the indi nearly always base the decision on what is best for the grp

A

High institutional collectivism

184
Q

Decisions are based on what is good for the indi, with little regard for the grp.

A

Low institutional collectivism

185
Q

The extent to which people minimize gender- role differences and gender discrimination while promoting gender equality

A

Gender Egalitarianism

186
Q

The degree to which people are assertive, confrontational and aggressive in social relationships

A

Assertiveness

187
Q

Extent to which people encourage otherd to improve their task oriented performance and excel

A

Performance orientation

188
Q

The degree to which people engage in future oriented behaviors such as planning, investing in the future and delaying gratification.

A

Future orientation

189
Q

The degree to which people encourage others to be fair , altruistic friendly generous caring and kind

A

Humane orientation

Cross-Cultural (3 decks)

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